Worlds Apart? Glencree Peace Education Resource...

Worlds Apart?

Glencree Peace Education Resource PackageEditor Matthew Seebach

Development Cooperation Ireland

Development Cooperation Ireland

Publication Date:

November 2004

Worlds Apart

Glencree Peace Education Resource PackageEditor Matthew Seebach

This is the Glencree Centre for Reconciliation's second Peace Education Resource Package. The first was producedin conjunction with 80:20 Educating and Acting for a Better World and was published in 2000.

This new resource contains material from the original resource package: Maria McLaughlin and Colm Regan(Eds.). Northern Ireland: A Place A Part? Exploring Conflict, Peace and Reconciliation in these Islands. 2000.

This resource package was produced with the generous assistance of Development Cooperation Ireland. TheGlencree Centre would also like to thank the International Fund for Ireland for their generous support of theGlencree Education Programme. The views expressed in this resource package are those of the Glencree Centrefor Reconciliation and can in no way be taken to reflect the official opinion of Development Cooperation Irelandor the International Fund for Ireland

Foreword - Conor Lenihan T.D.

It gives me great pleasure to write this foreword for this “Peace Education Resource Package”produced by the Glencree Centre for Reconciliation with the support of Development CooperationIreland (DCI).

The DCI programme has as its priority, the reduction of poverty, inequality and exclusion indeveloping countries. Through its humanitarian programme, it provides emergency relief to thevictims of conflict throughout the world. To those countries emerging from conflict and attemptingto build stable and peaceful democracies, DCI provides support for rehabilitation and reconstruction,the development of democratic processes and the protection of human rights.

Through DCI, Ireland's programme of assistance to developing countries enjoys a worldwidereputation for effective, high quality aid, which makes a real difference to the lives of the poorestpeople in the world.

Development education makes a key contribution to the effectiveness of our programmes.

An awareness and understanding of the role of conflict in perpetuating and exacerbating globalpoverty is an essential element of development education. Besides issues of conflict in NorthernIreland, this package looks at other conflict areas throughout the world where DCI is active, such asSudan and the Israeli/Palestinian conflict.

It is critical for the formation of an informed and socially responsible citizenry that young peopledevelop an understanding of the underlying causes of these conflicts; the similarities between thecauses of conflict here in Ireland and causes of conflicts worldwide; and understand the effects ofconflicts outside of Ireland may have on their lives.

I am pleased to note that the Glencree Centre for Reconciliation has ensured that this resourcepackage is relevant to the curriculum and can be used as part of Religious Education, Transition Yearor Civic, Social and Political Education (CSPE) as this will be an important factor in ensuring that thepack is utilised by teachers and students.

I would like to congratulate the Glencree Centre for Reconciliation on the production of this pack.Development Cooperation Ireland shares with Glencree a commitment to ensuring that youngpeople in Ireland develop as responsible global citizens. We are united in our efforts to build a morejust, equitable and peaceful world.

Conor Lenihan T.D.Minister of State at the Department of Foreign Affairsfor Development Cooperation & Human Rights

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Foreword

Glencree Centre for Reconciliation Peace Education Resource Package

Foreword - Mary Hanafin T.D.

Educating our students to be citizens is at the core of many of the programmes in the second levelcurriculum. The Glencree ethos is that new ways can be found to deal with diversity and conflict in ademocratic society. Educating our young people to consider issues surrounding difference is a crucialpart of this process. The pack produced by the Glencree Centre is a very useful tool for teachersinvolved in these programmes.

As a former secondary school teacher and Transition Year Co-ordinator I appreciate how difficult it isto try to translate complex issues, which many adults struggle to contemplate, into a language thatcan be understood by teenagers. This pack provides teachers with a number of very imaginativeteaching techniques, which will make it a far simpler and more enjoyable exercise for all involved.

In an ever-changing world, the teaching methods in the pack will provide students with a frameworkwithin which to understand and think responsibly about world issues. The ideas in the Glencree packwill help students to explore and understand conflict both in Ireland and the world beyond. It willenable them to understand that prejudice, stereotyping, discrimination and sectarianism oftenunderlie or exacerbate conflict, that exclusion often leads to conflict and that we all have multiplelayers of identity. It will empower them with the knowledge that it is possible to disagree withsomeone while respecting their right to be different. These complex ideas are an important part ofthe overall aims of personal growth and social development that so much of the second levelcurriculum is concerned with.

The Glencree Centre for Reconciliation has played a very key role since its re-establishment in 1994and still has a critical part to play in ensuring that the process of reconciliation and change is deepand enduring. The publication of this Peace Education Resource Package is another example of thevery valuable work they are involved in. I congratulate the Centre on this excellent work and Istrongly recommend the pack to teachers and schools.

Mary Hanafin TDMinister for Education and Science

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Foreword


IntroductionWhat is the Glencree Centre for Reconciliation?What is the Resource Package?Objectives of the Resource PackageOrganisation of the Resource PackageHow to use this Resource PackageCurriculum ConnectionsMethodologies and Teaching Strategies

Icebreakers and EnergisersIcebreaker Activity: Vive La Difference - Valuing Diversity and Difference Icebreaker Activity: Identity All ChangeIcebreaker Activity: SquaresIcebreaker Activity: Break the CircleIcebreaker Activity: Thumbs Up, Thumbs Down

Learning Activities on Conflict and ReconciliationLearning about Conflict Activity: What's WhatLearning about Conflict Activity: Introduction to ConflictLearning about Conflict Activity: Conflict PyramidLearning about Conflict Activity: Time Line of the TroublesLearning about Conflict Activity: Beautiful Green IslandLearning about Conflict Activity: What's The Problem?Learning about Conflict Activity: What's the Problem? 2Learning about Conflict Activity: Identity in Conflict Case studiesLearning about Conflict Activity: Discussing Keywords And Definitions Learning about Conflict Activity: The Good Friday AgreementLearning about Conflict Activity: Looking at Political CartoonsLearning about Reconciliation Activity: Discussing ReconciliationLearning about Reconciliation Activity: Reconciliation - An IntroductionLearning about Reconciliation Activity: Who or What Needs Reconciling?Learning about Reconciliation Activity: Reconciliation in Action

Activities for Researching Issues:Mind MappingCommunity MappingCommunity ResearchInterviewing for Research

Activities for Exploring IssuesMoving Debate - discussion activitySilent Debate

Activities for Presenting/RecordingReflective JournalsLetter to MyselfPostersDramatic Presentations

Activities for taking Action Around IssuesLetter Writing ActivityWrite a Media ReleasePetition Activities

Additional ResourcesCase studies in Conflict and Reconciliation: Palestine and IsraelCase Study 1: Leena Dallasheh - PalestineCase Study 2: Sanabel Halawani - PalestineCase Study 3: Ofir Feuerstein - Israel

Information about Conflict and Reconciliation InternationallyTestimony of Sudanese Refugees

Contents


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Disability and ConflictTestimony from Survivors of Landmines

Information about the TroublesProfessor Darby's Four Key Issues

Comparing IdentitiesWhat's in a name? - Well, politics for a start!

The Results to the 2003 Assembly Elections in Northern Ireland

Who's Who in the Politics of Northern Ireland

Some Survivors Talk

The Cost of the Troubles StudyMore Specific Effects of the TroublesViolence

Approaching Reconciliation

Action Projects1. Action Project: The Elderly2. Action Project: School Exchange3. Action Project: Disability4. Action Project: Conflict and Homelessness5. Action Project: Peacekeeping6. Action Project: Policing

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What is the Glencree Centre for Reconciliation?The Glencree Centre for Reconciliation, is located in Glencree, Enniskerry, Co. Wicklow and offers awelcome to all traditions sharing these islands who share its aspirations in the world of peace-building.

The current programme, structure and direction of Glencree were established in 1994. Glencreepeople perceive peace-building as a process which provides opportunities to understand the natureand meaning of conflicts and opportunities to resolve them without recourse to violence.

Making Peace is a Daily TaskGlencree offers programme approaches which reflect the belief that new ways can be found to dealwith diversity and conflict in a democratic society.

Along with the victims/survivors of the conflict who face the challenge of coming to terms with theirloss and suffering and who meet at Glencree with each other and with former combatants, we realisethat the achievement of a peaceful society is of interest and value to us all. In Glencree we recognisethat reconciling centuries-old differences is a task which requires ongoing dedicated, strenuous andcourageous effort as well as time and patience.

Uniquely in the Republic of Ireland, we offer a "safe space", extensive facilities and the support of ourmembership, staff and volunteers to all who are interested in the building of peace and themanagement of conflict.

The Glencree Centre for Reconciliation is a company limited by guarantee and is a registered charityin the Republic of Ireland.

How Peace is Waged in GlencreeThe growth of Glencree comes from the practical and flexible way in which we wage peace throughour programmes, projects and initiatives. As a non-governmental organisation (NGO) we remainflexible, to ensure that our programmes reflect the changing political, cultural, societal and religiousenvironment in which we work.

We actively seek to identify gaps and to fulfil needs in the peace-building process. We work tocomplement and support the efforts of others - both governmental and non-governmental. We alsooffer a wide range of peace and reconciliation programme support to other groups that avail of thefacilities at Glencree.

What is the Resource Package?This Resource Package is intended to be used in conjunction with a facilitated programme from theGlencree Centre for Reconciliation. The activities and information in this Resource Package can beused in preparation of, or in follow up to a visit to the Glencree Centre for Reconciliation. For thisreason, the Resource Package provides numerous activities that help to explore and understandconflict and reconciliation, both in Ireland and the world beyond, which link to key themes andrequirements around knowledge and skill development and Action Project completion within thecurriculum of:

• Religious Education, Junior Certificate

• Religious Education, Leaving Certificate Applied

• CSPE, Junior Certificate

• Transition Year

Importantly, this Resource Package also offers a number of Action Projects that can be used to fulfilthe requirements within the Religious Education, Leaving Cert Applied Curriculum for activeparticipation in, or observation of students' own communities. Likewise, these projects can be usedto fulfill Transition Year requirements for community service, action based learning or project workand research.

This package was designed with the assistance and consultation of students, teachers, and officials ofthe Department of Education and Science, in particular the TY and CSPE Support services, the CDVECCurriculum Development Unit and the Education Secretariat of the Archdiocese of Dublin.

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Introduction


Objectives of the Resource PackageThe objectives of the Resource Package are linked to the objectives of the overall Glencree EducationProgramme, which seeks to:

• Facilitate students in building skills and attitudes necessary to be participative and responsibleworld citizens;

• Facilitate students in developing the skills, attitudes and knowledge necessary to play a role inpeace building in Ireland and the world beyond;

• Facilitate students in developing an understanding of the underlying causes of conflict and thesimilarities between the causes of conflicts in Ireland with causes of conflicts worldwide;

• Facilitate students in developing an understanding of the effects of conflicts and the impact ofconflicts outside of Ireland on their lives, i.e. Global migration, global drug trade, weapons trade;and

• Assist teachers to develop projects to actively engage peace issues when students return to theircommunities.

Organisation of the Resource PackageThe Resource Package is organised into the following kinds of resources and activities:

• Icebreaker Activities - We provide a number of “content based” icebreakers. These fun games canbe used to start a class, new lesson or module. As these icebreakers are “content based,” they notonly provide an opportunity for youth to get up out of their seats and interact, they also helpteach about the dynamics of conflict and help your class to begin to think about some of theconcepts and issues that play a role in conflict in Ireland and the world.

The provided icebreakers can also be helpful for providing an energising break from seatwork.Additionally, employing one of these activities in a classroom setting can also signal to your classthat something new, or different is about to take place and so prepare them for a new learningexperience.

• Learning Activities on Conflict and Reconciliation -The provided activities help to develop anunderstanding of some of the basic issues and concepts that shape conflict and reconciliation inIreland and the world beyond. These concepts include the nature of conflict, the nature ofreconciliation, the role of discrimination and stereotypes in conflict, the role of identity in conflict,the connection between poverty and conflict, interdependence between Ireland and conflictselsewhere in the world.

The content of many of these activities links to themes in Transition Year, C.S.P.E., R.E. Junior Certand R.E. Leaving Cert Applied. These activities can be used on their own, or as part of an ActionProject.

• Activities for Researching Issues - In addition to the prepared activities that we provide to use inyour classroom, we present a number of action-based group Learning Activities that can be usedto develop further knowledge of issues related to conflict. These activities can be used on theirown, in conjunction with the resources provided in the following pages under “AdditionalResources,” or as part of the “Action Projects”, which you can find in the next section of thisResource Package.

• Activities for Exploring Issues - These activities can be used in your classroom either before or afterthe Learning Activities and/or the Activities for Researching Issues. These activities can be used asan assessment tool to either identify the level of knowledge prior to using Learning Activities, orto assess knowledge developed. Finally, these activities can be used simply to reinforceknowledge following a learning activity.

• Activities for Presenting/Recording - These activities are provided to help your students tosynthesise what they have learned and/or to provide a record for you to evaluate and to sharewhat they have learned with their class, school or community. You may find that these activitiescan be used as part of portfolio assessment or journal keeping requirements of the curriculum.These activities can be used as part of an Action Project or used on their own to record andreinforce learning.

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Introduction


• Activities for Taking Action Around Issues - These activities are provided to assist your class inbecoming involved in the issues that they have learned about as a result of using the ResourcePackage. Detailed instructions are presented in order to help your class to become activeparticipants in building peace in their classroom, school, community and beyond.

• Action Project Plans - In addition to the various activities listed above, we also provide a numberof Action Project Plans that that can be used to fulfil the requirements within the ReligiousEducation, Leaving Cert Applied Curriculum for active participation in, or observation of students'own communities. Likewise, these projects can be used to fulfill Transition Year requirements forcommunity service, action based learning or project work and research.

• Additional Resources - Lastly, the Resource Package provides additional resources, which includesource materials, reference materials and a bibliography for further research.

How to use this Resource PackageThe Resource Package contains simple explanations of activities and teaching tools so that you willhave an easy time using it, whether you have been teaching for many years or it is your first timeworking with a group of young people.

Although we provide information and suggest strategies that you might find useful and interesting,we encourage you to do the activities in the way you think best suits you and your class. A key goalof this Resource Package is to provide knowledge and learning experiences that are flexible enoughfor you to use in a broad variety of classrooms, while still linking to the curriculum. For that reasonwe have structured this guide so that it can be used in two different ways:

One:We encourage you to use the provided activities as you feel most appropriate for your class. You cansimply use it as a Resource Package, employing activities on an ad hoc basis as they suit your needsand link to the curriculum that you are teaching. In this way, you may find that you are able to selecttwo or three activities in order to create your own module.

Two:You may choose to follow one of the Action Project plans that are provided in this Resource Package.These projects vary in complexity and demands on you as a teacher. Some are quite simple yetrewarding projects. Others require a great deal of planning and initiative.

The plans themselves provide step-by-step instructions and detail the activities that will need to becompleted within the project. In every case, the activities themselves can be found in thispublication.

Curriculum ConnectionsCSPE, Transition Year, Religious Education Leaving Cert Applied and Religious Education Junior Cert allinclude an Action Project component. The introduction to conflict, the Troubles and Internationalissues provided by the Glencree Schools programme and the lessons in the Glencree ResourcePackage provide an excellent introduction to a number of issues that make ideal peace andreconciliation Action Projects.

This Resource Package is intended to link to the curriculum and provide practical and easy guides toimplement Action Projects that will deepen your students' understanding of conflict andreconciliation issues. This Resource Package is intended to link to curricula in the following areas:

Transition YearThis Resource Package provides a number of activities in keeping with Transition Year Guidelines.The activities in this Resource Package take as a central concern the personal growth and socialdevelopment of the students for which they are designed. The approach/process of this programmeis as important as the content and is designed for active participation on the part of students.

Religious Education - Junior CertA number of activities in this Resource Guide link to themes found in Section F: The Moral Challenge,Part 4, Religious Morality in Action.

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Introduction


These themes include: decision making, truth, justice, peace, life, respect, integrity, forgiveness,reconciliation and judgment.

Civic, Social and Political EducationThis Resource Package provides a number of plans for pursuing class or individual Action Projects asoutlined in the Civic, Social and Political Education syllabus.

Additionally, a number of activities exist to explore a number of themes found in Unit 1: TheIndividual and Citizenship: Equality vs. Discrimination; Unit 4: Ireland and the World: Our Links withthe World and Northern Ireland.

Religious Education -Leaving Cert AppliedMany activities in this package link to themes within the Religious Education - Leaving CertificateApplied syllabus.

Several activities link to themes as set out in Module 3. These themes include: respect for persons,stereotyping, violence, war, terrorism. Additionally, the Action Project plans in this Resource Pack linkto the Community Action Project as outlined in Module 2, Unit 5: The Story of Living Faith. TheseAction Project plans specifically link to:

• Option 1, The Elderly

• Option 2, Disability

• Option 3, Homelessness

Methodologies and Teaching StrategiesThis Resource Package employs the following methodologies: activity based learning, group work,discussion, role-play, simulation games and problem solving and case studies and project work.These practical activity based teaching approaches are also advocated in the guidelines to:

• Junior Cert Religious Education

• Rationale of Leaving Cert Applied

• Junior Cert CSPE

• Transition Year

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Introduction


Method

STEP ONEIntroduce and lead the activity

a) Explain to your students that as you call out the names of various groups (see list below), they are to go to different ends of the room, depending on which group they belong to.

b) Explain to your students that if they refuse to identify themselves with the named group, or donot wish to commit themselves, they should stay in the middle of the room.

c) Begin calling out the names of the groups, keeping the pace snappy and fun.

d) Periodically stop to invite the groups to look at one another and express their feelings about theother group. Stopping the groups at the male/female divide can be quite potent in terms offeelings as can the Protestant/Catholic divide (Note: depending on time and appropriateness,the Protestant/Catholic division can be called for somewhere in the middle of the exercise, thusde-emphasising that particular division for the moment, but allowing it to be established forfuture use).

STEP TWOLead a discussion about the activity using the provided questions

• How did they feel about identifying the groups they belong to?

• Did they dislike admitting to some aspects of themselves?

• Did they dislike owning up to each other?

• Which items or issues did they feel uncomfortable about?

• Which did they feel good about?

• How do they feel now?

List of groupsExercisers and non-exercisers; vegetarians and non-vegetarians; snorers and non-snorers; DVDowners and non-DVD owners; cat lovers and cat haters; nail biters and non-nail biters; open windowsleepers and closed window sleepers; men and women etc. You can also introduce categoriesdirectly relevant to Northern Ireland and related issues e.g. those brought up as Protestants andthose brought up as Catholics. (Note: it is as important to use the above phrase - those brought upas (or raised as) as many participants may not be practicing believers and be unsure where thatleaves them).

Icebreaker Activity Vive La Difference - Valuing Diversity and Difference

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Icebreakers and Energisers


ObjectivesThe objectives of this activity are to provideyour class with an opportunity to acknowledgethe differences that exist between people, torecognise that these can vary in type (and beimportant or unimportant), depending onculture, history, circumstances and so on.

Time10 - 15 minutes

PreparationYou may find it helpful to move desks andchairs out of the way in order to leave a cleararea for your students to move about.

MaterialsNone

Method


a) Ask your class to move their chairs into a circle.

b) Ask for a volunteer. Have that volunteer stand up and take away their chair.

c) Tell the groups that you are going to call out a number of statements; if that statement applies to them, then they have to change chairs (including the volunteer, if the statement applies to himor her).

d) Ask the volunteer to read the first statement, as there is one less chair than students, there willalways be one participant left standing who will be available to read the next statement on thestatement card.

STEP TWOLead the following discussion with your class

a) Many of the statements are meant to apply to a typical person from Ireland

• Do you think that these characteristics apply to the majority of people who live in Ireland?

• Would you use these characteristics to describe yourself?

• How comfortable where you when you were one of only a few people changing?

Statement Card1. Everyone change who lives in Ireland.

2. Everyone change who plays or follows a GAA sport.

3. Everyone change who has had a cup of tea today.

4. Everyone change who is wearing green.

5. Everyone change who can say welcome in Irish.

6. Everyone change who had potatoes for their supper last night.

7. Everyone change who burns peat on an open fire.

8. Everyone change who wears a crucifix.

9. Etc.

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Icebreaker Activity Identity All-Change

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to acknowledgethe differences that exist between people andto begin to think about issues of identity andstereotypes.

Time:10 - 15 minutes

PreparationMake a copy of the statement card below.

MaterialsThe activity requires one chair for every personin the group and an open space.

Method


a) Divide your class into groups of 6-8

b) For each group you will need to make a square on the floor of approximately one meter by one and a half meters, or small enough that the group can stand inside the squares with some degreeof comfort.

c) Explain to the groups that the purpose of the game is to keep the entire group inside their square,without any part of their body going outside. Members should help one another to stay in thesquare. Any group which fails to keep all of its members inside the square is out of the game.

d) In rounds, make all the squares smaller until only one group, the winner, remains completelywithin their square.

STEP TWOLead a discussion about the game

a) Which groups did best, which groups did most poorly, ask your students why?

b) Suggest to the group that competition for resources, in this case space, quite often leads toconflict within groups.

c) Ask your students to name situations in real life in which cooperation is a useful strategy.

d) Ask your students to name situations in which failure to cooperate or share results in conflict.

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Icebreaker Activity Squares

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to beginthinking about some of the dynamics ofconflict, namely: competition for resources as asource of conflict and cooperation as a way ofmanaging conflict.

Time10 - 15 minutes

PreparationNone

MaterialsString, tape, or chalk

Method

STEP ONEIntroduce and set up the activity

a) Divide the class into groups of 6-8 people.

b) Ask each group to choose one person to be the 'observer' and a second to the 'outsider'.

c) Tell the other members of the group to stand shoulder to shoulder to form a circle that is as tightas possible so as not to leave any space between each participant.

d) Explain that the 'outsider' must try to get into the circle while those who form the circle must tryto keep that student out of the circle.

e) Tell the observer to make notes on the strategies used both by the 'outsider' and those in thecircle and also to act as timekeeper.

f ) After two or three minutes, regardless of whether they managed to enter the circle or not, the'outsider' joins the circle and another member has a turn. The activity is over once all themembers of the group who wish have tried to force the circle.

STEP TWOLead a discussion using the following questions

For outsidersHow did it feel when you were part of the circle?

• How did it feel when you were the 'outsider'?

• Do those who succeeded in forcing the circle feel differently from those who didn't manage it?

For observers• What strategies did the 'outsiders' use?

• What strategies did the people in the circle use to prevent the others from getting in?

For the entire class• In real life situations, when do you like to feel like an 'outsider' or a minority and when do you

appreciate feeling like part of the group or the majority?

• In our society, who are the strongest groups? And who are the weakest?

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Icebreaker Activity Break the Circle

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to develop an understanding of how exclusion can leadto conflict.

Time10 - 15 minutes

PreparationNone

MaterialsNone

Method

STEP ONEIntroduce and set up the activity

a) Giving only the following instructions, divide the class into pairs and have each student hold theirpartner's hand (model the hand posture, which is as if you were shaking the hand of the partner,only with your thumb pointed up).

b) Avoid using the term “thumb wrestling”.

c) If the participants ask questions, repeat: “Take your partner's hand like this, demonstrating thehand posture.”

STEP TWOLead the activity

a) Explain to the class that the objective of the experiment is to get your partners thumb down, likethis (again act as a model, and display your hand to the class, again in a position as if you wereshaking your partners hand, only with your thumb now laying flat on top of your index finger).

b) To demonstrate, model the position alone by moving your thumb down from its upright positionso that it rests on top of the index finger. (At this point the class will often assume they are tothumb wrestle.)

c) The class is given the start signal. After one person has won in each pair, by a show of hands, askto see those who put their thumbs down. Ask to see those who did not put their thumbs down.

d) Ask the class to watch you do the activity with a partner. Say to your partner “Let's try puttingboth of our thumbs down together.”Then each puts his/her thumb down on the forefinger so thatno struggle is involved.

STEP THREELead a discussion using the following questions

• What did you assume that you were supposed to do in this activity?

• How does your assumption differ from what you just saw?

• How did you feel when you and you partner were trying to meet the objective?

• What did you think or feel after you witnessed the cooperative approach to meeting theobjective?

• Was this a “conflict,” why or why not?

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Icebreaker Activity Thumbs Up, Thumbs Down

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to learn thatpeople sometimes erroneously assume thatconflict or competition is necessary to resolve aproblem.

Time10 - 15 minutes

Preparation:None

MaterialsNone

Method

STEP ONEIntroduce activity and define terms

a) Split the class into smaller groups of 5-8.

b) Provide the definition of the following words: Prejudice - Discrimination - Stereotyping -Sectarianism (Either by copying on to the board or by photocopying and distributing thedefinitions on the following page). Explain the difference between the terms.

c) Have the groups brainstorm examples of how these concepts operate in practice - first withexamples that include young people and then moving on to other groups in society. Completethis exercise within 4-5 minutes.

d) Reconvene the class for a discussion. Write the four terms on a flip chart or blackboard with aspace under each. Illustrate the definitions based on feedback from the groups.

STEP TWOPut the terms into practice

a) With your class, explore the difference between Prejudice and Stereotyping - which are Feelingsand Thoughts - and Discrimination and Sectarianism - which are Actions. (Note: All of these canoccur at an individual level or an institutional level, can be conscious or unconscious or can bedirect or indirect).

b) As a class, or in smaller groups discuss examples of these differences to ensure that the group isclear on how they are distinguished. Complete this exercise within 5 minutes.

STEP THREEDistribute the What's What Handout

a) In groups, or individually, have your students complete the handout by identifying which of thefour concepts apply to each of the statements on the following handout (A - Prejudice, B -Stereotyping, C - Discrimination, D - Sectarianism). Circulate through the class and check forcomprehension.

Teachers' Note: It is not getting the answers 'right' that counts in this exercises, but rather thediscussion about the issues e.g. the fact that it may be true that Catholics have more children thanProtestants does not negate the fact that the first statement is stereotyping.

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Learning Activities on Conflict and Reconciliation


Learning about Conflict Activity What’s what

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to learn thatprejudice, stereotyping, discrimination andsectarianism often underlie or exacerbateconflicts. This exercise is designed to assistpeople to clarify for themselves the differencebetween prejudice, stereotyping, discriminationand sectarianism.

Curriculum Links• C.S.P.E. - Unit One: the Individual and

Citizenship, Equality vs. Discrimination

• R.E. Junior Cert - Section F: The MoralChallenge, Part 4, Religious Morality inAction- Respect

• R.E. Leaving Cert Applied - Module Three:Life Issues, Theme, Respect for Persons,stereotyping

Time40 - 50 minutes

Preparation:Photocopy handouts

MaterialsFlip chart or blackboard

DefinitionsA: Prejudice:Negative feelings or attitudes about a group or individual without reasonable knowledge of thatperson or group (i.e. to prejudge without the full information).

B: Stereotyping:Making a judgment about a certain group of people in such a way that we see all members of thatgroup as sharing certain, usually negative, traits.

C: Discrimination:Negative or positive prejudice translated into action and behaviour.

D: Sectarianism:Discrimination based on religion (in Ireland religion and politics).

Identify which of the four concepts apply to each of the statements onthis handout:

A - Prejudice, B - Stereotyping, C - Discrimination, D - Sectarianism

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What's What Handout

a) Catholics are oppressed as the church forces them to have too

many children

b) Asylum seekers just come here to rob us and get free prams

c) Protestants in Northern Ireland are just brain-washed, they just let

their leaders do their thinking for them

d) A Protestant can't be a real Nationalist

e) I don't mind Black people, in fact, every time I see a Black person I

say hello

f ) I've always done my best by my employees - we usually recruit them

by word of mouth - that way we know who we are getting

g) Everybody should be forced to learn Irish in schools

h) We are a state school and open to all, including Protestants (or in

Northern Ireland, Catholics) - so we don't discriminate

i) I am not sexist, I can't be, I'm a woman

j) You can never trust Loyalists

k) I am a Catholic and I would not want anyone in my family to marry a

Protestant, life would be too difficult

l) I don't like the look of your new friend, he looks odd with that

moustache

m) We have a right to exclude women from our golf club - they would

just crowd up the greens if we let them in.

n) There is no point in giving aid money to Africa - all those countries

are corrupt.

o) I never notice what people are - I just treat them all as equal

A B C D

Method:

STEP ONEIntroduce the word “conflict” and brainstorm associated words

a) Write the word “conflict” on the blackboard or flipchart

b) Ask your class to look at the word and call out any other words that come to mind when theythink of conflict. Write down all the words your class calls out.

c) Read out the words for the class and ask them if the words are positive or negative. Ask your classif conflict is always negative.

STEP TWORead the definition of the word “conflict” and apply the concept to life examples

a) Read the definition of “conflict” as provided (below) to the class.

b) Split your class into groups of 5-8 and ask each group to provide an example of a conflict that iscurrently occurring at community, national and international level. Complete this exercise within4-5 minutes.

c) Ask the groups to present their examples of conflict. With the class as a whole, check to make surethat each example fits the definition.

Definition of ConflictA conflict is the pursuit of incompatible goals by different people or groups. A conflict arises whentwo (or more) parties (people, groups) disagree about the distribution of resources, whether real orsymbolic and act on the perceived differences.

17



Learning about Conflict Activity Introduction to Conflict

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to develop aworking definition of conflict and to be ablecite examples of conflicts at the community,national and international levels.

Curriculum Links• C.S.P.E. - Unit Four: Our Links with the World

- Northern Ireland

• R.E. Junior Cert - Section F: The MoralChallenge, Part 4, Religious Morality inAction - Peace

• R.E. Leaving Cert Applied - Module Three:Life Issues - Sanctity of Human Life, Respectfor Persons, Violence, War, Terrorism - Justiceand Peace, Peacemaking

Time20 - 30 minutes

Preparation:None

MaterialsBlackboard or flipchart

Method

STEP ONELead students in a basic conflict analysis by using pyramid analysis

a) Draw the pyramid diagram on the flip chart/blackboard and ask students to copy. Very brieflyshare an example of a conflict from your own life with the group. Using that example, fill in themiddle part of the triangle saying briefly what happened in the conflict and then in the top partexplain the consequences of the conflict. In the bottom tier of the pyramid, list some reasonsbehind the conflict. Be sure to apply the definition of a conflict to these reasons.

b) Ask the group to think of a conflict in their own life and fill in the top two tiers of the pyramid.Be sure to let students know that they will only be sharing this with a partner, not with the entireclass (unless they would like to).

c) Ask students to share their pyramids with a partner. Once they have shared, they should thinktogether of the reasons behind the conflict. They should write their ideas at the bottom of thepyramid. Circulate through the class and check for comprehension.

STEP TWOLead your class in analysing prepared scenarios of conflict

a) Divide the class into four sub-groups.

b) Provide each group with a photocopy of the following page and assign each group one of thescenarios on the page. Have the group read the scenario together and then work together to fillout a pyramid analysis on the scenario provided.

STEP THREEPresent and discuss

a) Have each group read their scenario and present their conflict pyramid.

b) As the groups are presenting their analysis, ask the following questions of the group and the class:

Questions for Discussion

• What are the incompatible goals in this scenario?

• What causes do these scenarios of conflict have in common?

• What role does identity play in these scenarios?

• What role does conflict have over resources?

• What role do rules or laws or rights play in these scenarios?

18



Learning about Conflict Activity Conflict Pyramid

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to discoversome of the underlying causes of conflict,explore ways of preventing conflict and to seeconnections between the consequences ofIrish and International conflicts.


- Northern Ireland



Time45 - 50 minutes

Preparation:This activity must be preceded by the definingconflict activity

Materials:Flip chart/blackboard, paper and pens forstudents, copies of the scenarios

ScenariosCharles - My experience with conflict was in my home in the Congo. The Congo is a large country incentral Africa that is very rich in diamonds, gold and timber. People have been fighting for control ofthese resources for many years. I can't live in my home because there is constant fighting. I am fromthe Hema tribe and often there is fighting between the Hema and Lendu tribes. It is difficult to findwork, or to farm with all of the fighting. Two years ago, a Lendu militia came to my village and killedmany people, now I live in Ireland and I am waiting to find out if I will be granted refugee status. If Iam refused, I will have to go back to the Congo. I don't know what I will do if that happens.

John - My most recent experience with conflict came just last weekend. I went to a local pub. I havegone there often, but this time the barman refused to serve me. He said that somebody told himthat I was a Traveller. He said that all Travellers caused trouble and were criminals.

He told me that he didn't want trouble in his pub and so he wouldn't allow Travellers. I have nevercaused a problem in a pub before in my life and I told him so. I argued with him and told him that bylaw, he had to allow a Traveller into his pub. It didn't matter, he told his doorman to push me out so Ileft.

Oonagh The last time I had a personal experience with conflict was last year when I completed my JuniorCert. After the last exam, a group of my friends made plans to go out to celebrate. We were going togo to a friends place and stay there over night. When I told my Ma, she said she didn't want me to goout all night. She said that she knew that some of the kids on our estate had bought cider and thatshe didn't want me out all night with people who were drinking. Usually it is ok for me to stay out at a friend's house, but Ma said I had to come home. I thought it was unfair and I stayed out anyway.The next day my Ma and dad were so angry, they said that I couldn't have any pocket money for amonth.

Consequences

What happened?

Causes

19



Method


a) Distribute the Time Line to your class and have them read it, either individually, working in groups,or with you leading the entire class.

STEP TWOAsk your students to answer the following questions

Questions• Can you remember any of the events that happened on the timeline? Which?

• When were you born on the timeline? - What was happening at that time?

• When was the first time that you remember being aware of the 'Troubles'? What was happeningon the timeline then?

• Have you ever been to the North/South? What has happening at that time?

• What was happening when your parents were your age?

20



Learning about Conflict Activity Time Line of the Troubles

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to construct apersonal history of the Troubles. The events ofthe conflict in Northern Ireland can seemdistant and unconnected to our lives. By tryingto match these events to things that werecontemporaneously happening in ones ownlife, a connection is made that brings the eventcloser to reality.


- Northern Ireland



Time25 - 40 minutes

Preparation:You will need to photocopy the timeline fordistribution to your class

Materials:None

Learning about Conflict Activity: Time Line of the Troubles

1914 After a long history of agitation, a Home Rule Bill (which planned for home rule in Ireland) wasagreed in Westminster. The Bill was put on hold because of the outbreak of war in 1914. Strongopposition to Home Rule in Northern Ireland - 200,000 join the Ulster Volunteer Force to oppose it.

1914 - 1918The 'Great' War in which soldiers from Northern and Southern Ireland died.

1916Rebellion in Dublin declares “Irish Republic”. The public is initially hostile but after leaders areexecuted, support for independence grows. In 1918 elections, Sinn Fein wins majority of seats.

1919 - 1923Irish War of Independence against British forces

1921 - 1925Treaty in 1921 established a 'Free State' in the southern counties, independent from Britain but withinthe Commonwealth. Bitter disputes between Nationalists over the treaty led to the Civil War in1922/23. From 1921, Northern counties known as Northern Ireland, which remained part of UK, butwith own government and parliament in Stormont.

1939 - 1945Second World War, during which Ireland remained neutral.

1949 Republic of Ireland declared in 26 counties with a constitution claiming the 6 counties in articles 2and 3.

1956 - 1962IRA pursues an unsuccessful military campaign in Border areas.

1969 Rise of the Civil Rights Movement challenging discrimination against Catholics in Northern Ireland. Itsought one person-one vote balanced political representation of Catholics/Nationalists, laws againstdiscrimination etc. Civil rights marches were banned, violence was rampant in many areas and theBritish Army was sent in. In 1969, the IRA split into Officials (who favoured non-sectarian politicalstruggle) and 'Provisionals' (who favoured traditional military campaigns).

1971 UK and NI governments introduce 'internment' prison without trial for those suspected of beinginvolved in paramilitary organisations. First British soldier killed in NI.

1972British soldiers shot dead 13 people in Derry taking part in civil rights rally. Became known as 'BloodySunday'. Northern Ireland Government and Parliament suspended and 'Direct Rule' from London re-established. Year with the highest death rate during the 'Troubles' with just under 500 killed

1974 The 'Sunningdale Agreement' established the first 'power sharing' executive, it was opposed byUnionists (through strike action) and collapsed.

197419 killed (2 died later) and 182 injured in bomb attacks on two pubs in Birmingham. 22 are killed andover 100 injured in Dublin and 5 killed and 20 injured in Monaghan by bombs planted by Loyalistparamilitaries.

1981 The Hunger Strikes by Republican prisoners lead to 10 deaths - Bobby Sands elected MP while onhunger strike.

1985 - 1994Anglo-Irish Agreement between Irish and British Governments accepts that Republic has legitimateinterest in NI and that a United Ireland could only be achieved by 'consent' of the majority in NI. Over

21



250,000 Unionists protested in the streets. All-party talks commence in 1991. Talks between JohnHume (SDLP) and Gerry Adams (Sinn Fein) on possibility of IRA ceasefire. Ceasefires by both IRA andLoyalist paramilitaries in 1994. Decommissioning of weapons becomes a major issue. Talks continueto stall over a variety of issues.

1987 IRA bomb at Remembrance day ceremony in Enniskillen kills 11 and injures 36.

1993An IRA bomb planted in a fish shop on the Shankhill Road in Belfast kills 10 and injures 57. UFFparamilitaries kill 7 and injure 13 in pub gun attack in Greysteel, Derry.

1996End of IRA ceasefire with bombing in Canary Wharf in London.

1997 Sinn Fein joins multi-party talks and the IRA declare a ceasefire.

1998The Good Friday Agreement is signed.

29 people killed and 360 injured by 'Real IRA' bomb in Omagh - the worst single atrocity of the'Troubles'.

1999Failure to reach agreement on decommissioning of paramilitary weapons and the formation of theExecutive for the NI assembly leads to failure to implement the Good Friday Agreement - Review ofthe Agreement follows and the Assembly meets. Direct Rule from Westminster ends on December3rd.

2000 The Assembly was reinstated after a number of months suspension over failure to agree ondecommissioning of paramilitary weapons. Intermittent violence continued and a significant conflictbroke out amongst Loyalists.

The Northern Ireland Assembly suspended again due to lack of progress on the GFA, whichunderwent a review.

2001 Confrontations between Nationalist and Unionist residents in North Belfast over access to the localCatholic Holy Cross girls' primary school.

British Government declares that the ceasefires of some of the Loyalist groups are over.

The IRA begin decommissioning.

The Police Service of Northern Ireland (PSNI) comes into being, replacing the Royal UlsterConstabulary (RUC).

2002 Anti-sectarian rallies organised following the killing of a postal worker.

Some clashes between Loyalists and PSNI at Drumcree, during annual Orange Order parade, which isbanned for the fifth year running from marching down the mainly Catholic Garvaghy Road.

IRA apologise to civilian victims of its campaign of violence.

Sinn Féin offices in Stormont raided by the PSNI as part of investigation into Republican intelligencegathering.

Northern Ireland Assembly suspended.

IRA cut contacts with the body responsible for overseeing decommissioning.

2003 Northern Ireland Assembly elections postponed from April until November.

22



IRA completes another act of decommissioning.

Elections result in a new political landscape with major gains for the DUP and Sinn Féin, who becomethe major Unionist and Nationalist parties in the Assembly.

Barron Report into the 1974 Dublin and Monaghan bombings is published, stating that members ofthe RUC and British Army may have known about or helped the bombers.

2004No new Executive of the Northern Ireland Assembly formed.

Good Friday Agreement under review.

Sinn Féin make further gains in local and European elections in both the Republic and NorthernIreland.

Gerry Adams makes statement saying it may be necessary for IRA to disband in order to allow furtherprogress in Peace Process.

23



Method


a) Divide the class into groups of 5-8 and give each group a sheet of paper and a pen.

b) Tell the class the following story: Seven people are sailing on a yacht in the Caribbean Sea. Theyacht hits a rock and begins to take on water rapidly. At the point of collision the captain of theship falls and hits his head and is knocked unconscious. The collision also results in one of thelifeboats being detached from the yacht and it floats away. The seven passengers are left with thedilemma that only four of them can get into the last remaining lifeboat and make the journey toan island that can be seen in the distance. If more than four people get in the lifeboat it too willsink. In addition the lifeboat will only have time to make one journey to the island, as it isapproximately two miles away from the yacht.

c) Tell the class that they must decide in their group which of the seven people can get into thelifeboat. Write the initial description of the seven people on the flipchart as follows:

• A Nigerian Doctor.

• A Young Girl.

• A Priest.

• A Drug Addict.

• A Vice-President of the US.

• A Police Officer.

• A Diabetic Older Man.

d) Give the groups 4-5 minutes to decide and then one person from each group must act as aspokesperson and relate back who they picked and why they picked them. Keep a note of this onthe flipchart.

e) Tell the group that there is some more information on each of the seven people and this is writtenup beside their initial descriptions on the flipchart:

• The doctor is not a medical doctor, but rather has a PhD in English literature.

• The young girl is suffering from an incurable illness and has one month to live.

• The priest is not a Catholic priest, but is rather a creationist, earth-worshipping priest.

24



Learning about Conflict Activity Beautiful Green Island

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to develop awareness of how our thinking can bestereotyped.

Curriculum Links• C.S.P.E. - Unit 1: the Individual and

Citizenship: Equality vs. Discrimination

• R.E. Junior Cert - Section F: The MoralChallenge, Part 4, Religious Morality inAction - Reconciliation


Time45 - 50 minutes

PreparationNone

MaterialsFlipchart/blackboard, paper and pens forgroups

• The drug addict is in her thirties and is also a nurse.

• The vice-president is also an ex-marine.

• The police officer is a superintendent and she is also six months pregnant.

• The diabetic older man is also a retired cardiac surgeon.

f ) Give the groups a further 5 minutes to decide whether they want to change their initial answersand to give reasons why they changed their minds. Record the feedback on the flipchart,adjacent to the initial recordings.

g) Provide the groups with yet some further information on the seven people and tell them that this will be the final information they will get:

• The doctor, who is also a carpenter, has a wife and three young children at home.

• The young girl is the granddaughter of the diabetic older man.

• The priest is also a herbalist and so would be able to make nutritious food, drink andmedication from the wide variety of plants and berries that are available on the island.

• The drug addict has been recently bereaved and is taking sleeping tablets and no other drug.

• The vice-president has recently been accused of paedophilia and was reportedly on the yachtin the first place to get away from press attention.

• The police officer is also a lesbian and became pregnant through a one-night stand.

• The diabetic older man, who is the grandfather of the young girl, is 55 years old and is also aneo-Nazi.

h) Give the groups a further 5 minutes to make their final decision. When they are reporting backthey must say why they are choosing the four that they are saving in the lifeboat and why they areleaving the other three behind.

i) Sum up by comparing the collated decisions of each round.

j) If you have time, ask the groups to give a definition and two examples (one local and one world-wide) of each of the following words:

• Stereotype.

• Prejudice.

• Discrimination.

k) Ask each group to feedback to the wider group. There is no need to write this feedback up on theflipchart. You can also provide some input on the definitions at this stage and relate it back to theBeautiful Green Island exercise.

Teachers' NoteAn important point to remember for this exercise is to be sensitive to what might be going on in thegroup. Some of the characters described above may bring up issues for some participants. Asfacilitator, if you are aware of issues within the group, the characters above and their situations can bechanged accordingly, so as not to be insensitive to the participants' situations.

25



Method

Discuss each statement, and ask each member of your group to vote for or against each one.Appoint a spokesperson and later give feedback to the whole group with reasons for the votes.

• Everyone who lives in Northern Ireland has a right to be British if they want to be.

• Everyone who lives in Northern Ireland has a right to be Irish if they want to be.

• Your nationality depends on where you were born.

• Your nationality depends on what you consider yourself to be.

• Protestants in the Republic are just as Irish as everyone else.

• You cannot be Irish and British at the same time.

• You can tell a person's nationality from their surname.

• Anyone born in England cannot be truly Irish

• Irish Americans are not truly American.

• When we talk about Ireland, we usually mean the Republic.

26



Learning about Conflict Activity What’s the Problem?

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to describe anddebate what they feel the most importantissues are in relation to what the “problem is” inNorthern Ireland and to compare their ideaswith others.

Curriculum Links• C.S.P.E. - Unit 4: Ireland and the World -

Northern Ireland

• R.E. Junior Cert - Section F: The MoralChallenge, Part 4, Religious Morality inAction - Justice, Peace

• R.E. Leaving Cert Applied - Module Three:Life Issues, Theme, Respect for Persons,Stereotyping

Time30 - 45 Minutes

Preparation:None

MaterialsNone

Method


a) Divide the group into small groups and give each group a copy of the statement cards. Inviteeach group to add their own statements to the blanks.

b) Then invite each group to rank the statements in order from those they agree with most to thosethey disagree with most.

c) Each group should then present its results (including any cards they have added themselves) tothe full group.

STEP TWOLead a discussion

a) Discuss the results especially where there are differences in the responses between the groups.

27



Learning about Conflict Activity What’s the Problem? 2

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to discuss theirfeelings and viewpoints around the causes (orpopular understandings of the causes) of theconflicts in Northern Ireland and the MiddleEast.

Curriculum Links• C.S.P.E. - Unit One: The Individual and

Citizenship, Equality vs. Discrimination

• R.E. Junior Cert - Section F: The MoralChallenge, Part 4, Religious Morality inAction- Respect


Time10 - 15 minutes

Preparation:You will need to make copies of the statementcards.

MaterialsNone

28



Peace can't come untilPalestinians stop fighting.

Palestinians have to acceptthat they live in Israel and thatIsrael is stronger than they are.

Palestine isn't a real country,there never was a Palestineand there is no way for thereever to be a Palestine.

Segregation of Israeli society isnatural; the wall the Israelis arebuilding is necessary.

Arab suicide bombers make itnecessary for Israel to occupythe West Bank.

Peace is impossible until theU.S. stays out and stopssupporting the Israelis

Peace can't come between two people who are divided bya wall, particularly when thewall is built at the expense ofone people.

Israel is a democracy, Palestineisn't a real democracy and it isright for Israel to be supportedby other democracies like the U.S.

Israel isn't an oppressor; theyare just using force to protectthemselves.

The Unionists really don't wantto share power.

Northern Ireland has become amilitarised society with far toomany people having weapons,some legal some illegal.

Republicans will not respectthe British identity of Unionistsand the fact that they have adesire and a right to remainpart of the U.K.

Republicans will neverdecommission their weaponsand will go on threatening usif they don't get their way.

British culture and identity as itis practiced in Northern Irelandis simply incompatible withIrish identity and they willnever be brought together.

Politicians in the North arestuck in the past.

The governments in Londonand Dublin don't really careabout Northern Ireland.

A United Ireland is neitherdesirable nor possibleanymore - the price would justbe too high. People shouldforget about it and get on withtheir lives.

Northern Ireland is still acolonial problem and until theBritish leave there will be noreal or lasting peace

THE PROBLEM IS - STATEMENT CARDS FOR THE TROUBLES

THE PROBLEM IS - STATEMENT CARDS FOR THE MIDDLE EAST

Method

STEP ONEIntroduce activity and define terms

a) Explain to your class that we all have multiple layers of identity from the personal (male, female,teenager, father, grandmother, etc.) to the cultural (Catholic, Muslim, Protestant, Jew, Irish Speaker,vegetarian etc.) to the regional or national (British, Scottish, Irish, Ulster etc.) to the international(European, Chinese, African, etc.) Many of these identities clearly overlap. In a conflict situation,identity is often a topic of hot debate.

b) Distribute the materials “Comparing Identity”. In this Resource Package we provide the views ofdifferent people talking about aspects of their identity and how they relate to other issues.

STEP TWOPut the terms into practice

a) Brainstorm why identity is important to everyone.

b) Then brainstorm the different identities people share. It would be useful to have them discusswhich of these identities they feel they share with people in the source material.

c) Invite them to 'categorise' their various identities e.g. personal, cultural, religious, political, social,national, international etc. Which of these identities are most important and why?

d) Discuss ways in which different identities are accommodated in different countries and what thechallenges might be of accommodating Northern Ireland's many identities,

• Which statements from the source materials do your students most/least identify with?

29



Learning about Conflict Activity Identity in Conflict Case Studies

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to develop anunderstanding of the complexity of identityand the role of identity in conflict.

Curriculum Links• C.S.P.E. - Unit 4: Ireland and the World. Our

Links with the World - Northern Ireland

• R.E. Junior Cert - Section F: The MoralChallenge, Part 4, Religious Morality inAction - Violence, War, Terrorism


Time10 - 20 minutes

Preparation:Photocopy source materials found on page x

Material:None

Method


a) Using small discussion groups, give out cards with a keyword written on it e.g. Unionist,Nationalist, Discrimination, etc. Encourage each small group to discuss their understanding of thatkeyword. Each group can then report back and others can add additional information or add tothe debate.

STEP TWOLead a discussion of the groups' definitions

a) Compare the groups' definitions with those provided below and differences or similarities noted.This discussion can then be used to introduce a more extended input or discussion of the keyterms.

DefinitionsMilitiaA military group made up of civilians who either oppose or support the regular armed forces andpolice.

CultureThe customs, traditions and beliefs of a people at any particular point in time. Culture is not fixed butchanges over time. Irish culture has changed very considerably over time. Many people question theuse of the word culture and instead argue that we should use the plural Irish cultures.

EthnicityAn individual or group's origin by birth or descent rather than their nationality. In the case of boththe Republic of Ireland and Northern Ireland, it is possible to be a citizen of either state but to have adifferent ethnic background. The same can be said of people now citizens of Ireland who areoriginally from China, Africa, or Eastern Europe.

ExtremistA person who holds extreme, or immoderate religious or political views

LoyalistThose who are loyal, in the case of Northern Ireland, to the Queen and the Crown and are generallyProtestant. This term is usually applied to paramilitary groups who are prepared to use violence tomaintain the union with Britain.

IdentityThe characteristics, traditions and beliefs used by an individual or group to define themselves asbeing the same as or different from other individuals or groups. People talk of two identities inNorthern Ireland - Unionist and Nationalist or British and Irish - but, in fact there are many identities -Chinese, gay, working class, male, female etc.

30



Learning about Conflict Activity Discussing Keywords And Definitions

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to encouragediscussian and debate around the phrases weuse to describe people and their values andbeliefs.





Time15 - 30 minutes

PreparationPhotocopy the definition cards

MaterialsNone

DiscriminationTo make a distinction among people or separate them out, unjustly, for different (usually negative)treatment - on the basis of, for example, their beliefs, their race or their religion. Positivediscrimination refers to measures used to promote one group over another in order to overcomenegative discrimination against that group.

NationalistSomeone who believes in a policy of national Independence. In the case of Ireland, a Nationalist issomeone who believes in the creation of a united Ireland. In Northern Ireland most, but not all,Nationalists are Catholic. They feel that the British Government should not have power over any part of Ireland.

RepublicanSomeone who is against monarchy or the rule of kings and queens and who believes in countries asrepublics (where the people hold the power directly). In the case of Northern Ireland, the word isused to refer to those who are usually prepared to use paramilitary force or violence to achieve aunited Ireland.

ParamilitariesOrganised groups or individuals who use intimidation (threats or actions) and violence to achievepolitical ideals. For example, both Loyalist and Republican groups such as the UVF and that IRA haveused physical force to try to achieve their objectives.

PrejudiceIdeas or feelings not based on any real evidence (pre-judged). A bias for or against one particularviewpoint. Usually used to unfairly criticise or act against another group or people.

SectarianismThe word sect refers to being a member of a religious group or section of a religious group. It is nowused to refer to being narrow-minded or bigoted against other groups of people on the basis ofone's beliefs.

UnionistIn the case of Northern Ireland, someone who believes in the Union of Great Britain and NorthernIreland. They are opposed to a united Ireland. Unionists are mostly, but not completely, Protestant.Most consider themselves to be British.

RUCThe Royal Ulster Constabulary. The Northern Ireland police force, now replaced by the Police Serviceof Northern Ireland. 93% of the force were Protestant and 7% were Catholic. They were criticised byNationalists for being a sectarian police force and for not defending the rights of Nationalist people.Some Unionists argue that the RUC protected them, at great cost, against the violence of Republicans.

31



Method


a) Read the following explanation of the Good Friday Agreement to your class:

The Good Friday Agreement was signed by the political parties of Northern Ireland and by theGovernments of the UK and the Republic of Ireland in April 1998. It was given this name becausethe day it was signed was 'Good Friday', the Friday before Easter Sunday. It has also been knownas the Belfast Agreement (because it was signed in Belfast).

There has been lots of talk about the Good Friday Agreement but what is it really all about? Whatdifference, if any, might it make to our ordinary lives?

b) Discuss the current knowledge your class has of the Good Friday Agreement. Brainstorm as manywords and issues associated with the Good Friday Agreement as you can.

c) Draw two columns on a flipchart, one with the heading “Structures” and one with the heading“Issues”. Using the brainstorm above fill in the two columns.

d) Provide your class with copies of the information on the following page. After having read theinformation, have your class revisit and review the framework.

32



Learning about Conflict Activity The Good Friday Agreement

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to learn aboutthe Good Friday Agreement and develop anunderstanding of how it effects their lives.





Time25 - 35 minutes

Preparation:Photocopy and provide the reading (The Good Friday Agreement) found on thefollowing page.

MaterialsNone

The Good Friday AgreementStructures

Strand OneNorthern Ireland Assembly• 108 Members of Legislative Assembly, MLAs, elected by all the people of NI to administer local

affairs. Allocated a budget from UK Government in Westminster.

• 10 person cross - party Executive with First Minister and Deputy First Minister. Assembly hasresponsibility for the following: Finance and Personnel; Education; Enterprise; Trade andInvestment; Health; Social Services and Public Safety; Culture; Arts and Leisure; SocialDevelopment; Higher and Further Education; Environment; Regional Development and Agricultureand Rural Development.

• The original Executive was made up of:

• 5 Nationalist Ministers (3 from SDLP and 2 Sinn Féin)

• 5 Unionist Ministers (UUP and 2 DUP)

• The Secretary of State (British Government Representative) still has the responsibility for Security(including policing)

• A Civic Forum of representatives of society will be consulted on social, economic and culturalissues.

What's the difference? Before, all decisions for these areas were made by Government in Westminsterand the Secretary for State for Northern Ireland and now Nationalist and Unionist politicians will haveto work together for the good of everyone.

Strand TwoNorth - South Ministerial Council• Joint Committees consisting of Government representatives from the NI Assembly and the Daíl in

Dublin

• The Council will work together on matters affecting all of the island e.g. Waterways; Food Safety;Trade and Business; Special EU Programmes; Language; Foyle; Carlingford and Irish LightsCommission

Strand ThreeBritish - Irish Council• The Council's role is to promote the development of relationships among the people of the two

islands for the benefit of all the people.

• Representatives from Republic of Ireland, Northern Ireland, Scotland, England and Wales will meetto discuss issues that directly affect them all and where there are obvious benefits to workingtogether.

33



IssuesPolicing• Patten Commission was set up to decide future of RUC. Had to address lack of representation of

Catholics and history of abuse towards Catholics while remembering numbers of RUC killed orinjured throughout the conflict.

Decommissioning• “Taking the gun out of politics”. There are many different understandings of this process. Some

see this as paramilitary guns etc. not being used, others as the handing over of weapons, othersagain as proof that weapons have been destroyed. A lot of pressure has been put on the IRA overthis issue since Sinn Féin had seats on the NI Assembly Executive and Unionists say that theycannot sit in Government while the IRA still have guns etc. they could use at any time. Throughthe Agreement a commission (independent of the Northern Irish Politicians) has been set up tooversee decommissioning.

Victims/Survivors• Support for victims of violence in form of Commission to develop community-based initiatives

and provision of statutory funding.

Marching• Usually refers to the Orange Order and other public parades of the Unionist 'Loyal' Orders. The

Agreement does not deal directly with marching. A 'Parades Commission' was set up and alongwith the PSNI advises the Secretary for State who ultimately decides if a march goes ahead or not.

Prisoner Releases• Prisoners from paramilitary organisations on ceasefire were released earlier than their full

sentence. They will go back to prison if their organisation breaks the ceasefire. The argument ofthe prisoners is that they had a major influence on their organisations in establishing theceasefires and that many of them did not consciously choose to join paramilitary organisationsbut were influenced by the environment of the conflict.

Human Rights• A Commission has been set up to monitor Human Rights and promote Human Rights protection

in Northern Ireland. Another one has been set up in the Republic. These two Commissions willalso work together.

Principle of Consent• All parties agreed that Northern Ireland should only become united with the Republic of Ireland

if/when the majority of people within NI vote for this option. This required changes to Articles 2and 3 of the Irish Constitution. Both the Irish and British Governments had to make changes totheir laws to make the Good Friday Agreement legal. The British Government made changes tothe Government of Ireland Act, which set up Northern Ireland. Articles 2 and 3 of the Constitutionof the Republic, which claimed jurisdiction over Northern Ireland, were changed.

34



Method

STEP ONEIntroduce and lead the activitya) First distribute a few cartoons to your students to work on “reading” them. Begin by asking your

students some of the following simple questions:

• What is the cartoonist saying?

• What different interpretations could be made of the cartoon?

• What symbols are used?

• Who are the characters?

• What is the context of the cartoon?

STEP TWOLead your class in a group analysis of the cartoonsa) Divide your class into small groups, provide each group with a set of cartoons and ask them to

decide for themselves:

• What are the themes of the cartoons?

• Which cartoon did they like best? Why?

• Which cartoon did they like least? Why?

• Write a headline or a short article about one cartoon.

b) Bring your class together and share the groups' responses.Teacher's Note

Political cartons are a particularly useful resource for generating debate. At their best, they capturesome very complex issues, different viewpoints and some of the contradictions, which are a part ofany situation. Cartoons and cartoonists regularly offer challenges to us all about situations. They canmake links between issues that often turns them on their head. Above all, political cartoons don'tspare our sensitivities - everyone is a target!

Cartoons have a number of advantages as a stimulus to group discussion. They often contain a lot ofinformation and detail and yet can be “taken in” quickly. It is possible for people with different levelsof knowledge of an issue to react to the same cartoon. The humour of cartoons can also be useful(and challenging, especially when our own sensitivity is challenged!). Cartoons also allow us tointroduce key issues and to raise key questions in a way other materials do not.On these pages, we have included a very limited number of cartoons on the conflict in NorthernIreland and issues relating to conflict throughout the world. All cartoons are by Irish Timescartoonist, Martyn Turner. For many years, his work has amused and challenged many people whileinfuriating others.

35



Learning about Conflict Activity Looking at Political Cartoons

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to develop anunderstanding of the dynamics of a number ofconflicts around the world through cartoons.Additionally, your class will learn to analyse andunderstand political cartoons.





Time20 - 35 minutes

PreparationMake copies of the cartoons for your studentsand cut the page up into separate cartoons.

MaterialsCartoons

April 11 2000

16, December, 03

02, December, 03

26, March, 03

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37



38



Method


a) In small groups, brainstorm everyday situations where some form of reconciliation is necessary.

Think of examples:• After a serious argument when things were said in the 'heat of the moment'

• If someone has 'borrowed something and not returned it (e.g. CDs, clothes, etc.)

• If rumours or lies have been told about someone

• If there has been a fight involving violence and someone getting hurt

STEP TWOLead the following discussion with your class

a) Ask the groups to think of the various stages or dimensions of the reconciliation processesdescribed above:

• Admitting to the existence of a problem

• Admitting the 'other person or side' might be right or might have a different and equally validviewpoint

• Admitting to this publicly rather than just to yourself

• Approaching the 'other' person or group

• Apologising to them

• Making recompense or agreeing some type of 'compensation' etc.

b) Ask the groups to discuss the Dictionary definition of the word “reconcile” (provided below) and tothink of its application to Northern Ireland, the Middle East, or any of the other conflicts that theyhave learned about from using the Resource Package.

Reconcile 1. Restore friendship between (people after an estrangement or quarrel.

2. Induce (a person or oneself ) to accept an unwelcome fact or situation.

3. Bring (facts or statements etc.) into harmony or compatibility when they appear to conflict.

39



Learning about Conflict Activity Discussing Reconciliation

ObjectivesFor your class to begin to develop anunderstanding of the situations in whichreconciliation is required



• R.E. Junior Cert - Section F: The MoralChallenge, Part 4, Religious Morality inAction - Violence, War, Terrorism,Reconciliation


Time15 - 30 minutes

PreparationNone

MaterialsNone

Method

STEP ONEProvide your class with photocopied resource materials from the Additional Resources section ofthis package, on either the conflict in the Middle East or in Northern Ireland.

a) Individually, or in groups, have your class read the resource materials you have selected. As theyread, have them consider what peace would be like, and what obstacles to peace exist.

STEP TWOHave your class brainstorm the idea of peace in the region you have used as a case study

a) Divide the class into groups of 5-8. Have the groups brainstorm each of the following areas: theirvision of peace in Northern Ireland/Middle East; the obstacles in the way of peace.

STEP THREEPut the terms into practice

a) On a flip chart or poster, draw a circle in the middle of the page, another large circle right aroundthe outside of the page and a third in between them. On the inner circle write the word 'PEACE'and on the outer circle 'OBSTACLES'.

b) Invite the groups to feed back their visions of peace and write these words in the inner circle.

c) Then get some feedback of their obstacles to peace and write these around the larger circle.

d) Discuss with your class what is needed to bridge the gap between the obstacles and the vision ofpeace.

e) Write the feedback on bridging the gap in the space separating 'PEACE' from the 'OBSTACLES'.

f ) Discuss with the group how these actions are an essential part of the process of reconciliation

40



Learning about Conflict Activity Reconciliation - An Introduction

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to beintroduced to the idea of reconciliation.

Curriculum Links• C.S.P.E. - Unit Four: Our Links with the

World - Northern Ireland

• R.E. Junior Cert - Section F: The MoralChallenge, Part 4, Religious Morality inAction - Reconciliation


Time30 - 40 minutes

Preparation:Photocopy resources found on page x.

MaterialsFlipchart/blackboard, case studies

Method

a) Divide your class up into groups and ask the groups to discuss the examples of the impactprovided and to add in any other examples that the groups can think of. What do they think couldbe done to address these impacts? Have each group share their ideas with others and make up awhole group list.

b) As a class, discuss the implication of this list and the information it contains for reconciliation. (Youmay wish to have your class refer to the “Approaching Reconciliation” reading provided in thisresource package).

c) To start, you may wish to have your class consider the following:

• The GAA ban

• The families of those killed (including the families of British soldiers)

• The implications for teachers

41



Learning about Conflict Activity Who or What Needs Reconciling?

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to learn toanalyse conflict situations in order to identifythe role that reconciliation plays.





Time60 - 80 minutes

PreparationPhotocopy and provide the resource (Someexamples of the Impact of the “Troubles” inthese Islands) on the next page. You may alsowish your class to consider the impact ofanother conflict, in which case you canphotocopy the resource “Some examples of the Impact of the 14-year civil war in Liberia”provided below.

MaterialsNone

Some examples of the Impact of the “Troubles” in these Islands

Military and Security Impact in:NI A militarised societyROI Irish Army involved in Border Patrols and in actions against the IRAGB Deaths of British soldiers in Northern Ireland - their families are affected

Cultural and Social Impact in:NI Mixed marriages become difficult and even dangerousROI The GAA didn't allow members of the British security forces to join until recentlyGB General suspicion of Irish people in Britain

Educational Impact in:NI Segregated education along religious linesROI Schools have traditionally avoided teaching about the TroublesGB Fear of teaching about Northern Ireland

Economic Impact in:NI The costs of the conflict - security, damage to building and roads, equipment etc.ROI Trade with Northern Ireland restricted especially in the pastGB Taxpayers in Britain foot the bill for much of the costs of the NI conflict

Legal Impact in:NI Emergency powers lawsROI Special Courts and lawsGB Miscarriages of justice

Psychological Impact in:NI Serious stress to many people (estimated 158 deaths)ROI The national question has dominated Irish society and other social issues have been neglectedGB Confirms the views of many people in Britain that Irish people are generally subversive

Other Impacts in:NI Special funding from the US governmentROI Border counties investmentGB Joint action with the US Government

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Some examples of the Impact of the 14-year civil war in LiberiaLiberia is a small West African country with a population of just over 3 million. Over the past fourteenyears civil war has raged between the government and two rebel groups, Liberians United forReconciliation and Democracy (LURD) and Movement for Democracy in Liberia (MODEL). In August2003, the Accra Peace Agreement was signed between the Government and the rebel groups. TheAgreement established an interim transitional power-sharing Government. Elections are scheduledto take place in 2006, when the mandate of the Government ends.

Ireland and LiberiaWith the establishment of a ceasefire in 2003, the UN Mission in Liberia (UNMIL) was deployed. AnIrish contingent of 430 troops is currently serving with UNMIL. The presence of Irish peacekeepingtroops has allowed many Liberians who were refugees to return to their original towns and villages.It has also created the opportunity for the international community and their local partners to fullyrespond to Liberia's humanitarian emergency after years of isolation and to begin to restore peaceand order to Liberia.

The Irish International Governmental Aid Agency, Development Cooperation Ireland providedhumanitarian assistance to Liberia amounting to over €2.6 million in 2003. This aid helped toprovide water, food and emergency health care to displaced Liberians.

Military and Security Impact in Liberia:• Thousands of lives have been lost and many Liberians have fled the conflict causing displacement

on a massive scale; there are an estimated 750,000 Liberian refugees and 250,000 Liberians areinternally displaced.

• In rural areas, all three factions (government forces, LURD, and MODEL) continue both to fightamong themselves and to harass and attack the civilian population.

Social Impact in Liberia:• The post-conflict unemployment rate is running at an estimated 85 per cent.

• An estimated 85% of the population lives below the poverty line

Educational Impact in Liberia:• Schools are in disrepair, teachers have not been paid, and books and supplies have been

systematically looted during the conflict.

• More than half of the population of Liberia is illiterate

• Many young people have been unable to go to school because during 14 years of civil war,children as young as 4 were abducted to fight or carry ammunition. Some of the abducted girlsbecame “wives” of rebel commanders.

Economic Impact in Liberia:• The conflict has destroyed much of Liberia's economy, especially the infrastructure (roads,

electricity grid, railways) in and around the capital Monrovia.

• Many business people fled the country, taking capital and expertise with them.• The total financial requirements for reconstruction in Liberia over the next two years will be €487

million.

Legal Impact in Liberia:• A culture of violence, ethnic tension and impunity has taken root.

• Both the government and rebel groups have abused civilians mainly through forced labour(portering food and looted goods), rape and sexual violence, and looting of civilian property,especially food items.

• Most civilians do not trust the government; judges, police and the army are unable to protectcitizens.

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Other Impacts in Liberia:Forests • It is estimated that, since the war began in 1990, forest cover in Liberia has fallen by around seven

per cent to just over 31 per cent.

Water and Sanitation • Only 26 per cent of the population now has access to safe drinking water.

Compiled FromUnited Nations Environmental Programme News Release 2004/08

Adapted from Human Rights Watch Country Report Liberia 2003

Development Cooperation Ireland Liberia Country Overview

Emerging from the Destruction: Human Rights Challenges Facing the New Liberian Government -Human Rights Watch

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Method

STEP ONEIntroduce and lead the activitya) Divide class into smaller groups

b) Provide each group with a large piece of paper and the reading,“Reconciliation: Some Challenges”(provided on the following page)

c) Have each group draw a “Peace Track”. This is simply a train track, which can be straight or wind indifferent directions.

d) On each of the tracks, ask the groups to draw or write one idea for reconciliation for each of thefollowing headings: me, my area, NI/ROI, Britain/Ireland. (Alternatively, the group can be brokeninto four sub-groups with each sub group taking one of the tracks and then later assembling tocreate one poster).

e) Where's my bit? Finally ask each group to point our or circle the idea(s) which they can take actionon themselves. This will identify an action that can form the basis for a follow-up project.

ReconciliationSome ChallengesIt has been recognised that the process of reconciliation can be divided into a number of key areaswhich have to be addressed in order to recover a society from a situation of conflict to one of peace.

Four specific areas are outlined here.

1. HealingOver 3000 people were killed during the conflict in NI, many more were injured. While the conflictwas ongoing, people had to get on with things and there wasn't time or space for people to dealwith how this was affecting them, they just had to carry on coping. With the ceasefire and the GoodFriday Agreement in place, 30 years of stored up effects of the conflict are opening up and manypeople are looking for opportunities to have their pain recognised and dealt with, so that they canrecover from the conflict and move on with their lives.

2. Relationship BuildingThe majority of the people of Northern Ireland live separately in Catholic or Protestant areas. Theylive, work, go to school, shop in areas of their own side, where they can feel comfortable and safe.The result of this is at best that they miss out on the benefits of interacting with each other. At worst,people have to regularly protect their homes and families from attack. Relationship-building workaims to encourage people to take advantage of what relations with the other might have to offer andto limit threat of violent conflict.

45



Learning about Conflict Activity Reconciliation in Action

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to learn to applythe concept of reconciliation.





Time15 - 30 minutes

PreparationProvide each group with a large piece of paperand the reading,“Reconciliation: SomeChallenges” (provided on the following page).

MaterialsLarge pieces of paper

3. ReconstructionNorthern Ireland has incurred much destruction throughout the conflict to buildings, business, to itsimage abroad and to its systems for running society. Buildings were always being rebuilt andbusinesses re-established under the threat of being destroyed again. Its image abroad is changingfrom one of conflict to one of peace-making. In the past, NI was administered largely throughinstructions from London and local committees of local politicians, civil servants and experts in thatfield. This area of reconciliation will involve re-examining these structures and setting up newmethods for a more democratic society.

4. InterdependenceThe experience of many neighbouring communities within NI is that they have carried on in splendidisolation of each other. This can sometimes happen between two neighbourhoods of the samereligion, but more tends to happen between communities of different religions. In going through thesteps described above, individuals, services and businesses can develop relations of trust and benefitfrom the obvious advantages of working together, sharing skills, information, experiences andbusiness links so that it becomes clear that they have more to gain from cooperation than they havefrom conflict.

46



Method

You can either lead your class in this activity or explain the activity and have them do it on their own,in groups or individually.

STEP ONEIntroduce the mind map

a) Explain to your class that they will be drawing “mind maps”. Tell them that a mind map is a kind ofvisual representation or picture of a subject or problem, using words, thoughts and ideas. Bymaking a picture or map using words and ideas, you can clearly see how all the words and ideasare connected. Like a road map, a mind map will give you an overview of a large subject, idea orproblem, enable you to plan solutions to problems and make choices, and let you know whereyou are going and where you have been. It also helps to gather together large amounts of data.

STEP TWOLead the mind mapping activity

a) Making a mind map is easy. First, write down the issue, or problem that you are interested inresearching or analysing. Around the central word draw or write five-to-ten main ideas that relateto that word. Then take each of those secondary words and again write the five to ten main ideasthat relate to each of those words. In this way many related ideas can quickly be produced withvery little effort.

Teachers TipBeing brief and using single words is the key to a good mind map, but sometimes you need to writesentences or brief explanation for yourselves and others.

47

Activities for Researching Issues


Activities for Researching Issues Mind Mapping

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to organisewhat they know about an issue or problem.This is a useful activity to pursue prior toinitiating research as it helps to break up alarge concept or issue into its componentparts. It helps to provide some basic analysis ofthe issue to be researched and activates priorknowledge. The mind map can also be usedindependently as a research plan.

Time10 - 25 minutes

PreparationNone

MaterialsLarge piece(s) of paper and pens/pencils

MethodYou can lead this activity with your class, or divide them into groups.


a) Explain to the group that they will be drawing a map of their community that shows how an issueaffects the people who live there.

b) Emphasise that scale, detail and artistic skill are not important. The point of the activity is to locateplaces and things related to the issue that they are researching in their community, thinking aboutthat issue and sparking discussion on the subject.

c) Work together with your group to mark the landmarks or prominent features in order to provide acontext and an element of scale. Rivers, villages, houses and roads are all helpful landmarks.

d) Ask your group to identify all the places that the issue affects, including the places where peoplelive who are affected by the issue and where and when things related to the issue happen.

STEP TWODiscuss Maps

a) Have each group, or student explain to the others what they have marked on their map.

b) Once you have completed the map, be sure to keep it in a safe and visible place so that you canrefer to it later.

Teachers TipEncourage your group to be creative and design the map the way they want to. Don't worry if the maps are simplistic or not very pretty.

48



Activities for Researching Issues Community Mapping

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to gain a way ofvisualising their community and illustratinghow problems in the community areconnected with each other and with their ownactions and lives.

Time25 - 45 minutes

PreparationNone

MaterialsLarge piece(s) of paper and pens or ablackboard.

Method

STEP ONEPreparing to survey

a) Explain to your class that they are going to survey residents in your community in order to polltheir opinions of the issue that you are researching. By doing this activity you can learn about theattitudes to the issue, the extent of awareness of the issue and also if it is possible or useful tocarry out an awareness raising campaign on this issue in your community.

b) Identify a number of possible issues for research and decide on one appropriate to your class orcommunity.

c) With your class, decide exactly what your questions will be. Write down the questions. Alsoconsider whether it will be necessary to first explain the issue that you are asking about to thosethat you interview. Ask your students how they will explain to the person that they are surveyingwhat the issue is.

d) Practice asking the questions e.g. through role-play. Ask one student to pretend to ask thequestions and another pretend to be a resident of your community. Be sure the student who ispretending to survey remembers the following:

• Ask permission of the person that you are surveying before you survey them

• Explain who you are and why you are surveying

• Do not lecture or tell people about the issue - ask for their opinion

• Do not give recommendations or suggestions to the people you are surveying

• Do not argue with the person you are surveying• Be polite, and always thank the person after you survey them

• Do not ask people to participate in the survey while they are working or obviously busy

STEP TWODo the survey

a) When your students do the surveys it is important that you accompany them. It will help them tobe confident. It will be easier if they approach people their own age group first.

b) Allow your students lots of time to do the research

49



Activities for Researching Issues Community Research

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to surveyresidents in your community and find out theiropinions on the issue your class is researching.By doing this activity you can learn the extentof awareness of the issue, possible solutionsand whether an awareness raising campaignon this issue may be useful.

TimeSeveral sessions

PreparationYou will need to seek permission to take yourclass outside of the school.

MaterialsNone

Method

STEP ONELead your students in identifying the people they want to interview

a) Ask your class for suggestions of possible people to interview around the issue that you areresearching.

b) Ask permission of the interviewees.

STEP TWOPrepare your students to interview by reviewing the following guidelines

a) Interviewers should be polite. They should conduct their interviews in an informal but polite way.

b) Interviewers should know before the interview what they want to find out and have theirquestions well prepared.

c) Remember the key words for asking questions: what, when, where, why and how.

d) While interviewing, it is best to write only brief notes: the attention of the interviewer should be on the person that he or she is talking to and not on note-taking, and the interviewer should waituntil after the interview to complete notes.

e) Interviewers should conduct a number of practice interviews with one another and/or with one ortwo community members, to become familiar with their questions and improve their interviewingskills.

Mistakes to avoid in interviewing• Failing to listen attentively

• Repeating questions

• Being impolite

• Interrupting the replies

• Asking obvious questions

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Activities for Researching Issues Interviewing for Research

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to learn the skillof interviewing. Interviewing is about gettingthe information you need from somebody bytalking to him or her. Good interviewing isabout good communication, which isimportant for everyone to learn.

Time40 - 50 minutes

PreparationPrior practice through role-playinginterviewing can be helpful to your class beforebeginning this activity.

MaterialsA voice recorder can be useful, but notnecessary

Method


a) Explain to your class that they are going to try to learn to do something that adults often finddifficult: to use discussion to learn things rather than to try to win a point. True discussion requiresparticipants to switch loyalties from defending positions and winning arguments to seekingunderstanding, really hearing others, and learning new ideas.

b) Tell your class that in this activity a statement will be read out. If they agree with that statementthey are asked to move to one side of the room, if they disagree with it they are asked to move tothe other side of the room. If they are undecided they stay in the middle.

STEP TWORead the question for debate and facilitate the debate

a) Read the introduction to the issue and concluding statement

b) Tell the group that if they agree with that statement they are asked to move to one side of theroom, if they disagree with it they are asked to move to the other side of the room. If they areundecided they stay in the middle.

c) Create an environment of debate by moving around the room and asking the students why theydecided to go to that side of the room. Try to get as wide a range of opinions as possible.

d) Only let students speak their opinions when they are directly asked to voice them by thefacilitator

e) It might be best to start on the side that has least support, but make sure to get a balancedviewpoint

STEP THREEAs the debate concludes, close the deliberation in two phases.

a) If the debate was particularly heated and people still have points that they want to make, youcould assign the group to pairs, and asks each partner to take a minute to express his or hercurrent thinking on the issue.

b) Close the debate by asking students to evaluate their discussion: What did you do well? Did youlisten carefully? What do you need to work on?

51

Activities for Exploring Issues


Moving Debate Discussion Activity

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to air theirviews and listen to various opinions on relevantissues. It offers them an opportunity to learn todebate and create reasoned arguments. Youcan use statements related to an issue that youare studying or researching, or you can usesome of the prepared statements providedwith this exercise.

Time30 - 40 minutes

PreparationPlace cards stating “agree” and “disagree” onopposing walls of the room, ensure that thereis space for students to freely move back andforth across the room

MaterialsNone

Issue OneYoung Irish people have been acutely affected by changes to the Intoxicating Liquor Act, which wassigned into law in May of 2003. Pub and nightclub owners can legally bar anyone under the age of21 from their premises.

Since the Equal Status Act 2000, discrimination on nine grounds have been illegal, these include age,race, gender, disability and sexual orientation. This act made setting age limits above the legal age of18 an act of age discrimination, therefore illegal.

The National Youth Council of Ireland (NYCI) has said that this change is a rolling back of existingequality laws because the government is making young people scapegoats for public orderproblems.

In a statement about the changes to the legislation NYCI assistant director Dónall Geoghegan said“The law states you can enter a licensed premises and be served once you are 18. We don't see anyreason to change that. It's an example of blaming young people for the problems of wider society.Most young people behave properly and just go out to enjoy themselves”

QuestionDo you agree that pub and nightclub owners should be able to discriminate against young peopleby barring 19, 20 and 21 year olds from their premises?

Issue TwoUnder the Equal Status Act 2000, it is illegal for publicans to refuse access to Travellers.

QuestionDo you think that publicans should be able to ban all Travellers from pubs?

Issue ThreeBono (of U2 fame) says that the rich countries of the world should forgive the debt that the poorcountries owe them.

He says that that eight million lives could be saved each year and billions of extra dollars generated ifthe world's poorest nations spent more on health care. But according to the "Drop the Debt"organisation, these countries are trapped by the sums they have to spend on repaying debt, often torich and already powerful countries.

Debt also causes conflict. In 1993 51 of 71 developing countries that had debt problems were alsoexperiencing conflict.

QuestionShould Ireland forgive debt to developing world countries, even if it costs us money?

Issue FourQuestionShould there be a united Ireland?

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Method


a) Ask your class to sit in a U-shape facing the flip chart or blackboard.

b) Explain that no one is allowed to talk during this activity.

c) Write a statement relevant to the issue that your class is researching or interested in.

d) Give the group a minute to look at and think about the statement.

e) Invite students to put their thoughts/opinions/ideas on the paper on the flipchart or blackboard,and to respond to/argue about/disagree with things other people have written. But this must bedone without speaking!

f ) Explain that more than one person can be writing at a time.

g) Ensure that nobody speaks during this process. You may need to start things off by writingsomething yourself.

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Activities for Exploring Issues Silent Debate

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to reviewthemes and issues. It works well in givingeveryone, even those who don't like to talk infront of groups, a chance to participate.

Time15 - 20 minutes

PreparationThis activity is intended to follow yourstudents' research activities around issuesrelated to conflict and reconciliation.

MaterialsBlackboard or several pieces of flipchart orlarge paper to cover a portion of the wall,masking tape, markers for each participant

Method

a) Explain to your class that they are being asked to keep a journal for the following reasons:

• To give you an opportunity to reflect on what went on during each lesson

• To help you come to a better understanding of conflict and reconciliation and the feelings andthoughts that you experience while exploring these issues.

b) Explain to your class that when they keep a journal they should try to record the following things:

• The sort of things we should interest ourselves in when writing a reflective journal are ourfeelings and thoughts.

• Your journal could also record anything you have learned.

• Your journal could include your changed feelings or opinions.

• The journal should NOT record what you had for breakfast or what you watched on TV thenight before.

54

Activities for Presenting/Recording


Activities for Presenting/Recording Reflective Journals

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to track andrecord what they are learning through usingthe Resource Package. As so many of the skillsthat the Resource Package focuses on are inthe affective (feeling) domain, journals aregood ways of recording reactions and changesin attitudes.

Time10 - 20 minutes per session


MaterialsNone

Method


a) Periodically throughout the project, ask your students to write a letter to themselves, which theyseal in an envelope and address to themselves.

b) The letter should address the students thoughts, opinions and feelings about what they arelearning.

STEP TWOAt the end of the project, return the letters to your students and lead a discussion about the letters:

a) Were you surprised by what you read in your letter to yourself?

b) Was there anything of interest to you in the letter?

c) Have your feelings or opinions changed? How?

d) Have you changed? How?

55



Activities for Presenting/Recording Letter to Myself

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to encourageself-reflection on their time spent on using theResource Package. It also adds an element ofinterest in that students may forget what theywrote and be interested to learn what theythought and felt in the past.

Time10 - 20 minutes per session


MaterialsEnvelopes with your students' names on them.

MethodA good poster relies on logical ordering of relevant, prioritised information. To help your students tocreate a poster the following instructions are provided. You can summarise and explain theseinstructions, or simply provide a photocopy to your students.

STEP ONEDesigning a poster

a) Decide on the purpose of poster. This is not what you want to produce but what you want tohappen. What should a reader do and/or think after seeing your poster?

b) Decide on the content and structure of your poster by making a “mind map”. Take a blank piece ofpaper and write the topic of your poster in the middle. Next list 3 sub-topics related to this topic.For each of these sub-topics, list 3 more supporting sub-topics. Just write whatever comes intoyour head. Once you have a "mind map" of your poster you can decide on the most importantpoints.

c) Decide on the most important points and the order in which you will present them. Number thetopics and sub-topics on your mind-map in the order that most makes sense to you.

d) Decide how you will present information about these points. For each point, think of a way toexplain it using words, pictures, charts or pictograms.

STEP TWONow that you have the information and content, plan your poster design

a) Successful design comes about through trial and error. Sketch a number of different designs andexplore problems and opportunities without wasting too much energy on production. Using apencil and a piece of graph paper quickly draw up a few options for the elements of your design.Speed also has the effect of stimulating your ideas to flow faster. Rough designs do not have tolook pretty, but need to include all the important elements you want included in your poster.

b) Use a grid. Many designs rely on an underlying grid to help position the elements on a page.Graph paper is a great way of experimenting with different designs. A grid makes it easier to planwhere blocks of text go in relation to the graphics.

c) When planning designs consider the following guidelines:

• The main heading should be brief, to the point and designed to capture interest. Simple, eye-catching words around 20 mm high are recommended to make sure that the words can beread. For maximum legibility, use capitals with lowercase lettering.

• While words are important, the focus of a poster should be images, photographs, illustrations,diagrams or charts that present information.

• Colour enhances a poster. Coloured boarders, bullets and blocks serve to draw attention tospecific details in your poster.

• Be brief. Don't try to cram everything you have learned about the issue into your poster.

d) Once you have settled on a design you like, create the final poster with a large piece of paper andart materials.

56



Activities for Presenting/Recording Posters

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to learn how to organise and communicate ideas throughposters and to synthesise and reviewinformation gained from doing researchprojects.

Time40 - 50 minutes


MaterialsLarge pieces of paper, and art materials such asgraph paper can be helpful, but not essential

MethodThe kind of dramatic presentation that you give is up to you and your group. You may prefer toprepare and perform a play, role-play or a puppet show. The topic, even if it is a difficult one, can beeasily and quickly presented, especially if your class chooses a form of presentation that they arefamiliar with. However, if you decide to do an elaborate presentation, it may take some time. Thepresentation does not have to be an artistic masterpiece. Remember that it is mainly a tool toreinforce learning and share what they have learned through their research.

STEP ONEChoose the type of performance that your class wants to do

a) Provide your class with suggestions of various types of presentation by reading them thefollowing list:

• Role-playing. You can have your group of young people assume the identity of a character andact out a scenario or a situation through role-playing. You can have your actors play out asimple scene in which two characters ask each other questions so that the audience can learnwhat the characters know. Although more complex role-plays may take some time tocomplete, the simplest ones can be as short as a few minutes. During the role-play yourstudents should use their own words rather than reciting as they might in a play. Charactersare free to say when they don't understand a question or a statement by another character andto ask for clarification.

• Puppets. Another fun activity that is good if your group is shy or uncomfortable aboutstanding up in front of an audience is a puppet show. Your group can bring issues andcharacters to life by using simple and inexpensive puppets. Simple puppets can be made fromcommon materials such as scraps of cloth and wood.

• A play or sketch. If your students want to take on a larger project, they can create a short playor a sketch in order to give their presentation. A play is usually a little more elaborate than thekinds of presentations suggested above and can involve costumes and props. A play is alsousually scripted. That means that your group will have to prepare the text and linesbeforehand.

• A song performance. If your group likes singing, you can do the presentation as a song or asseveral songs in which characters use their verses to explain how a character feels about theissues that they have researched.

b) Have your class vote to choose the type of performance that they want to do.

STEP TWOLead your class in preparing the presentation

a) With your class decide the subject of the presentation. In planning the presentation, your classmust decide which of the issues or ideas it has learned about will be presented to an audience.There are many different ways that your class can decide. You can split them into groups and askthem to do a mind map on “what we learned from our research”. Or they can do a simplebrainstorm and then work together to rank the most important things that they come up with.

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Activities for Presenting/Recording Dramatic Presentations

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to synthesiseand present what they have learned. Preparinga dramatic presentation allows students topractise useful skills such as dividing up tasksand working together to achieve a commongoal. Drama also provides an opportunity torehearse real roles, express thoughts andfeelings openly and explore new attitudes andopinions.



MaterialsNone

b) Choose the characters for the presentation. A good way of presenting a story or information in anentertaining way is to show it from the perspective or view of a character. By first choosing thecharacters for your presentation you may find it easier to plan the story. You might want toconsider the following things when you choose characters:

• It is very important that you do not use or represent actual people from your community, butrather types of people so that no particular community member can be identified.

• You could include a character from outside the community who asks the other charactersquestions about the issue that you are doing your presentation about. Alternatively, you caninclude a young person as a character.

c) Prepare the script or song. Now that you know what your presentation is going to be about andwho the characters are, you need to decide on the setting and the events of the song or script.You might want to consider the following things when you plan your script, story or song:

• Borrowing and improvising (making up what you're going to say and do at the time ofperforming) saves time and is also fun and spontaneous!

• If you are doing a role-play you don't have to decide on any of the words at all, just decide whoyour characters are and what they are going to be talking about.

• You don't have to write all the words for the song or play.

• Present a problem that you have learned about and explain why it is a problem. Ask theaudience to come up with solutions to the problem.

d) Assign roles and rehearse or practise the performance. Ask for individuals to volunteer to beassigned to represent one of the characters that you have chosen. During rehearsal, only promptactors when they have missed something important or are on an irrelevant tangent. You shouldstay out of the acting unless there are not enough actors. The actors should look and speak toeach other, not to the teacher.

e) Give the performance. First, define an area that will be the "stage". Choose an open space withplenty of room for people to sit. Before the performance, introduce the presentation by telling theaudience,“This is what we have learned about these issues from our research”.

f ) Discuss the performance. After the performance invite the audience to discuss the presentationwith your group. This is your chance to get the audience involved and to discover their opinion ofyour class's activities. It is important to remember that the reason for doing the activity is toinform your audience about the information collected by your students. After the performance,you may want to remind your audience that this is the goal of the performance. Even if you findthat the audience does not agree with everything that your class has presented, or that youraudience believes that some of the information collected by your group is incorrect, yourpresentation has been a success.

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Method

STEP ONEIntroduce the activity

a) Writing a letter to an Irish or European politician can prompt students to be active in doingsomething about an issue or problem. Because politicians are often hard pressed for time, theymay not always be aware of problems or issues that require their attention. Writing a letter to apolitician can alert him or her of the importance of the issue and the need to enact or changegovernment policies and/or legislation.

b) For this reason politicians welcome information and analysis of issues and problems. If politiciansdon't ever hear about an issue, they assume that it is not important. This is where writing a lettercan play an important part in encouraging a politician to take action around an issue.

STEP TWOExplain the process of writing a letter to a politician

a) As TDs, MEPs and local council members are busy people, you will have to write a letter that getstheir attention and is easy for them to read. To do so you will have to write a letter that:

• Is polite and respectful in tone, but businesslike and easy to understand.

• Is brief and to the point - maximum, one page. A long letter is less likely to be read - even onesimple line, to the point, can be enough to state your case.

• Gives specific information and facts about the problems or issues that you have learned about.

• Suggests a realistic and specific solution to the problem.

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Activities for taking Action Around Issues


Activities for taking Action Around Issues Letter Writing Activity

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to develop theskill of letter writing. Letter writing is still auseful and relevant form of communicationthat has not been completely supplanted bythe Internet and the skills involved are ascritical today as in the past.

By writing a letter to a TD or local councilmember the objectives of the exercise can betwofold: to review, synthesise and presentknowledge gained around an issue or problem,and to learn how to advocate for change in ademocratic political system.

Time25 - 45 minutes


MaterialsNone

Method

STEP ONEIntroduce your class to the concept and function of a press release

a) The news and events that we learn about through the media are reported to us by journalists.Often the journalists learn of these news and events not through research, but by being informedabout them through media releases. If you have an event or a news story that you would like toappear in the media, you can notify them through your own media release.

STEP TWOExplain to your class that they are going to write their own media release about either an issuethey have learned about or an event they are organising.

a) Collect the following information for your media release:

• Who -Who are you and what are you announcing? To whom?

• Where -Where is something taking place?

• Why -Why is it happening? Why is it newsworthy or important for the journalist?

• What -What is happening or being said?

• How -How will it be done? How will it affect people?

• When -When is something happening -day, time, date?

b) Organise your information. The information contained in a media release should be formatted in“pyramid style”, presenting information in descending order of importance, with the mostimportant fact at the top, followed by supporting facts and information presented in decreasingorder of importance. In this way, the beginning of the press release will have one brief statementthat summarises the entire press release. The next (second) paragraph should contain morebackground information.

c) Use quotes. You are saving the journalist time if you give them a quote from someone about thenews you are announcing. Get a quote from somebody who is involved in the news story thatexplains how it affects him or her. Don't forget to mention the name of the person giving thequote.

d) The best press releases are the ones that a journalist can use to write an entire news story. Thatmeans it has to be clear, concise and presented with all of the main facts and information in thefirst and second paragraphs.

e) Send your media release to one or several of the below media outlets:

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Activities for taking Action Around Issues Write a Media Release

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to review,synthesise and present knowledge gainedaround an issue or problem and to develop anunderstanding of how to promote an event orissue through the media.

Time20 - 35 minutes


MaterialsNone

Media Contacts:

Provincial [email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]

TV and Radio [email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@[email protected]@rte.ie; [email protected]@rte.ie; [email protected]@fm104.ie; [email protected]@[email protected]@[email protected]

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Method

STEP ONEIntroduce petitions to your students

a) If you're concerned about an issue and you want to see change, a petition is one way to make thepeople involved stand up and take notice. A petition is a formal letter that explains who you are,what you want changed and your reasons for wanting it changed. Once that petition has beensigned by as many people who support the issue as possible, it is sent to the person ororganisation that has the power to change things - e.g. the local council. Successful petitions getpeople to listen to your views and help bring about the changes you are seeking.

For example, you might want access for disabled people to a public building in your communityand you might want the county council to provide it. A petition asking for this and signed byhundreds of members of your community might convince the county council to act.

STEP TWOLead your students through the following steps in formulating their own petition. You cansummarise the information for them or photocopy it and provide it to them:

a) Decide what you want changed. From your research and activities in learning about conflict andreconciliation you may have learned of an issue or problem that you would like to change. Itmight be a local issue like access for disabled people, or an international issue like cancelling debtowed by developing countries. What is it that you would like changed and how? Make sure that itis a practical and achievable change. Consider that small changes, or steps towards larger changesare easier to achieve.

b) Write your petition. Once you have decided on the change that you are seeking, write a formal petition asking for it. A petition needs to be formal, clear, precise and polite. Use thefollowing style:

• Write the name of the organisation you are sending the petition to at the top of the letter. Forexample, the Office of Public Works or the Department of Finance.

• Write the date underneath

• Write PETITION (in bold capital letters) underneath this.

• State the reason for the petition

• State the aim of your petition

• Write the subject matter of the petition at the top of every additional sheet to be signed.Never ask people to sign blank pieces of paper.

c) Get signatures. There are several ways to get signatures. Consider the following:

• Stand in one particular (busy) place and get people's signatures as they pass by.

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Activities for taking Action Around Issues Petition Activities

ObjectivesThe objectives of this activity are to provideyour class with an opportunity to becomeactive in their community, to learn how tobecome involved in influencing change in ademocracy and to give them confidence inbecoming involved in the political process.


PreparationThis activity is intended to take place after yourstudents have identified an issue or problemthrough research activities around issuesrelated to conflict and reconciliation.

MaterialsNone

• Approach people in a confident but polite way - you'll get more signatures.

• Good places to stand include schools/colleges, near shops, libraries, cafes, sports centres, youthclubs.

• Don't wander around asking strangers to sign the petition - it's not safe and it's not effective.

• Don't give out your phone number or address to anyone - just ask him or her to sign thepetition.

• You could leave petitions on school notice boards

d) Get proper legitimate signatures. Make sure each person who signs does the following:

• Signs both their first and surnames names directly onto the petition

• Prints their name clearly, preferably in capitals next to their signature

• Writes their address (this can be just the road name and area).

• Don't ask people to sign blank pieces of paper.

e) Make copies. Give yourself up to a month to collect as many signatures as possible. Keep at leastthree photocopies of every page of your petition. Always keep one photocopy of the entirepetition yourself as proof of what you have done. Keep this copy with you and don't send it toanyone.

f ) Send the petition. Send the original petition (the pieces of paper people actually signed) to theorganisation/person with the power to act on the issue. An organisation, council or governmentdepartment will only accept a petition if it's an area they deal with - check you have the right one.Send the petition to your TD or MEP if your petition covers a national or an international issue.Contact the embassy or High Commission if you want to send your petition to a foreigngovernment. Ask for the name and address of their Ambassador or High Commissioner, as well asthe head of state or national leader of that country. Send copies of the petition to all of them.

g) Handing over the petition. If possible hand the petition over in person rather than sending it bypost. Go as group rather than alone. Take photographs of the group handing over the petition.Tell local newspapers and radio/TV stations in advance exactly when and where you will handover the petition. If the papers cover your petition it's harder for the people or organisationreceiving the petition to ignore you. Send a media release about the petition. You may not beable to give the petition directly to the person it is addressed to. Get whoever receives it -hopefully their secretary or assistant - to sign a note stating who they are and that they haveaccepted the petition.

h) Getting a response. Ring the organisation about two weeks after handing in the petition and askwhat they plan to do as a result of the petition. Think about the following issues if they offer yousome kind of compromise.

• Will this compromise help solve the problem?

• Should you see how successful it is in practice first before rejecting their solution?

• Talk to people before making a decision.

• If you're not happy with the organisation's suggestion, tell them and keep campaigning to getthings changed. If they still refuse to budge, you have at least built a strong campaign anddrawn attention to the issue.

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Case Studies in Conflict and Reconciliation: Palestine and Israel

Ireland's connections to PalestineThrough Ireland's international governmental aid agency, Development Cooperation Ireland, the IrishDepartment of Foreign Affairs offers assistance to Palestinians. The conflict in Palestine has createdenormous humanitarian need, including shortages of food, water and medical supplies.Development Cooperation Ireland delivered over €3 million for emergency and humanitarian needsand recovery assistance in the year 2002 alone.

Case Study 1 Leena Dallasheh - Palestine / IsraelMy name is Leena Dallasheh; I'm 24 years old. I have a law degree from the Hebrew University inJerusalem and I'm about to pursue my studies in New York University. In the last year I have beenworking at the Alternative Information Centre as a project coordinator. I was born in a small,marginalised Palestinian village in Galilee, in the north of Israel, as a Palestinian citizen of Israel. I wasborn into an upper-middle class family, my parents are both academics, I have 4 siblings.

The village I was raised in was all Palestinians, all Muslims, so for many this felt a calm regular place.But for me, growing up in a highly politicised family, I was aware of the deep inequality I was living inand the discrimination that was in everything. My village of about 6,000 people got less fundingthan the small Jewish town (less than a thousand at the time) just beside it. I was aware that myeducation system was inferior and I learned from my independent reading that school taught menothing about who I was and what was my history, rather the opposite: my identity was being erasedinto something I wasn't: Arab-Israeli.

At the same time, my family had many Jewish friends, and that made it much easier for me to identifythe enemy: occupation and oppression, not people.

I was an activist in the communist youth for a few years, and when I got to the university I joinedmany students' groups. Political activism was very disappointing, it felt as if people didn't touch thehard-core issues and were never dealing with the hard questions. The outbreak of the secondIntifada in October 2000 was a breaking point for me; I stopped believing in Joint work or in anypolitical work as I saw that what used to be the "Israeli left" failed to react and stop the escalatingviolence. I found the answer a year later when I joined Ta'ayush-Arab-Jewish-Partnership. For the firsttime, a real partnership between Israelis and Palestinians to work against the occupation and againstdiscrimination. I've been an activist with them, and with some other groups, since then.

The Israeli society is very segregated, Palestinians live in their own area, Jews live in their own area,and even further, different ethnical Jewish groups live separately. The reality is so hard that mostpeople are not aware of the segregation or to how deep it goes, but the truth is that this segregationstands as strong borders between people. Although my family was a very involved family, I still feelthat these borders were there until I started being an activist with Ta'ayush, when I really startedmeeting people and talking to them, as friend and equals, only then did the "other", the "Jews" stopbeing the other and became just people, friends and comrades.

At the same time, the "Green Line", a line that doesn't exist on the ground but is so strong mentally,was the border that separated me from Palestinians in the occupied territories; I was sympathetic tothe Intifada and the struggle for independence, I considered myself a Palestinians but never got tointeract with Palestinians from the OPT (Occupied Palestinian Territories) until I became an activist,and I remember that the first time I was in Ramallah after the beginning of the second Intifada, I wasso scared of what might happen that for the first time I realised how deep the border was in me andhow hard it is to break borders that grew with you even when you don't believe in them and youdon't want them.

I now know for sure who those on the other side of the conflict are. As a Palestinian citizen of Israel itwould have been the hardest to define an "enemy" but now I know: it is those who don't want peace,from "both sides". Through the years, I had a lot of rage, now I can channel this rage to fight for peaceand social justice, with people who believe in what I believe in, disregarding where they come fromand what their background is.

I believe that the conflict will end by ending the occupation and the oppression and starting a longand hard process of dialogue that is based on equality and mutual respect that will acknowledge therights of the two people to live here, in dignity and guaranteeing the full rights of existence of allpeople here. I believe the final solution will be a state of all it's people, but that will only come after along process.

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Additional Resources


Case Study 2 Sanabel Halawani - Palestine“To be or not to be…” That is not the question.Sanabel Halawani wrote of what it was like for her to make preparations to come to the GlencreeCentre for Reconciliation on a youth exchange.

My name is Sanabel Halawani, I'm a Palestinian girl, trying to get through life here, taking each daywith it's events, and live it, hoping that tomorrow is going to be better. This is a story that happenedwith me one year ago, to get my passport...

Shakespeare once said:“To be or not to be this is the question”, what I'm going to say proves that it'snot the question, on the contrary it's the truth, that all Palestinians are proud of. But as a result of itthey are facing difficult times.

Tuesday morning, 7:30 a.m. my phone rings, it's my cousin calling to tell me to stay at home; for it'simpossible to get inside the interior ministry,“the Israeli soldiers are shooting tear gas at peoplewaiting in front of it” my cousin said. This ministry is located inside Jerusalem, and it's specialised infinishing personal documents for Palestinians carrying the blue identity card with Arabian nationality.Despite this I insisted that I go there to get my (Laissez Passez) or at least finish its paper work. By thetime I got there I saw almost a hundred people waiting under the sun's heat to get inside, hopingthat maybe today is going to be their lucky day to have their identity card or their travel document oreven their child's birth certificate, but with the Israeli soldiers controlling the entrance of the ministry,Palestinians are not even allowed to dream about getting near the door. I finished all the papers Iwas going to need to get my travel document, the last step I needed to do was to get inside theInterior Ministry,

12:45 p.m. - a time that you know for sure is an impossible time to get in, because until that hour Isaw exactly the same faces waiting for their turn to come, in order to get inside. The faces I sawearlier in the same morning. For that I convinced myself to go back home and come another daymaybe it'll be better.

Sunday morning, 5:00 a.m., my mother wakes me up to try to arrive early that day and wait for ourturn to come to get inside the Interior Ministry which opens its doors at 8:00 a.m. and employeesthere start their work at 8:30 after having their breakfast, we got out of the house at 5:15 a.m. waitedon Qalandia check point for almost 30 minutes and eventually Israeli soldiers let us pass. Me, mysister and my mother arrived exactly at 6:00 a.m. stood behind almost 45 women already waiting toget inside.

“I've been waiting here since 1:30 a.m., and I found almost 20 women in front of me waiting since lastnight,” a woman told me. At 7:30 an Israeli policeman came and ordered us to stand in a line andthen he holds up a paper and started shouting some names for women who booked their turn, noneof these names were for women standing with us, so he got a new sheet of paper and started writingother names for women who are already waiting for their turn, there were, at that point, almost 60women including the three of us.

I saw on that paper he was holding, 109 names for those 60 women. I asked him:“how is thatpossible there's only 60 of us, how can you write down 109 names, where are these women?” heanswered with a smile on his face:“in front of you can't you see them?”

I tried to show him my mother's medical papers which testify that she can't stand for a long timeunder the heat, because it's not good for her blood pressure, he walked away pretending I was notthere. And then he disappeared. That was the kind of treatment I already expected from an Israelipoliceman because I was Palestinian. If I had the Israeli citizenship I wouldn't go to that ministry inthe first place. I would have booked a date to finish my passport in the Interior Ministry locatedinside Israel specialised for Israeli citizens.

8:30 a.m.The doorkeeper allowed almost 30 women and men to get inside and then closed the door.

11:30 a.m.We were still standing under the sun, in front of the closed door, behind 35 women waiting to getinside.

12:45 p.m.The sun was very hot my mother got tired, and we were still waiting, I went to see someone to talk to,maybe I can find some help to get us inside, the only help I found was a lawyer waiting to get to oneperson if he paid 1500 NIS.

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1:00 p.m.I decided to go back home, for it's impossible to wait longer than that.

In the same day we took my mother to the hospital, because she felt so tired after all that waitingwhich didn't give us any result.

I repeated that visit to the Interior Ministry time after another, and no use. I'm going to repeat itagain and again until I get inside no matter how hard it is. And if I got inside I'll still have to wait forthe employers' willingness to finish my papers.

So now I say:“To keep trying or to surrender? That is the question.” Because to be a Palestinian and tofight for being one, is a truth that has been stated long time ago. But as long as we continue in beingPalestinians we are forced to state many other important questions and make them another knowntruth.

Case Study 3 Ofir Feuerstein - IsraelMy name is Ofir Feuerstein and I'm 24. I was born at a small kibbutz in the south of Israel to Jewishimmigrants from Argentina. I currently live in West Jerusalem, work for B'Tselem - the IsraeliInformation Centre for Human Rights in the Occupied Territories, and study philosophy at theHebrew University.

As a child I didn't feel I was living in a conflict situation. In kindergarten I was given a very simplistic(and false) description of the situation I'm in. Something like: Arabs are bad and we are good, and "allArabs want to throw us into the sea". Yet at home I was given a more complex description and as Igrew up I became relatively and theoretically tolerant towards Palestinians. I use the word"theoretically" since I didn't really see Palestinians around me until I was 18.

The Israeli society is very militaristic in its nature, and so is the education system. The fact that there'sa very long mandatory army service for all boys and girls, makes the whole society think in a verymilitaristic way even regarding civil issues. Schools educate for values according to which one shouldserve his or her country and even die for it if it's necessary.

I grew up in such an education system, yet for different reasons I gradually came to realise that Israelis actually the oppressor in this game and that I better work in one way or another for promotingpeace between Israel and the surrounding countries.

I gradually came to realise the complexity of borders in my country and the fact that Israel doesn'treally have borders. I started going to the Occupied Palestinian Territories from time to time and seefor myself the conditions of living there, which are so different from those Israelis have. What wasespecially significant was the fact that I could pass the borders to the West Bank without anyproblem while Palestinians living there could not, nor could they pass from one West Bankcommunity to another without going through army checkpoints.

My view of Palestinians has changed over the years as I came to know more and more Palestinianspersonally and make Palestinian friends, which is a very uncommon thing for Israelis that usuallymeet Palestinians only as soldiers during their military service.

I guess my view of Palestinians is nowadays less stigmatic and general, and more complex andindividual.

A resolution of the conflict in my country should be based on a withdrawal of Israel from the WestBank and a recognition of the right of Palestinian refugees to return to their homeland.

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Testimony of Sudanese Refugees

Angela's StoryAngela Abio - SudanTrouble for Angelo Abio, 37, began when her husband was arrested and charged with being amember of the Sudan People's Liberation Army. Their home remained under surveillance andoccasionally would be terrorised by the government militia. When her husband died she trekkedthrough the bushes for days and nights with her children with nothing to feed on except wild fruitsand water from small streams and puddles. Eventually, Angela and her children reached Uganda.

There, they registered with the United Nations High Commission for Refugees and are living asrefugees in Adjumani refugee camp. As a widow she has to fend by herself for her family. Sincecoming to the refugee camp, four of her five sons have died due to lack of medical care.

Anthony's StoryAnthony Warrang - SudanAnthony Warrang 44 was working as a teacher in an intermediate school in Southern Sudan. Theinsecurity prompted him to flee with his family from Chukudum to Fugnido refugee settlement camp in Ethiopia.

Anthony described the journey to Ethiopia as a nightmare as they had to walk a very long distancethrough bushes without any food or water. They fed on wild fruits and had to fight off wild animalsas they traveled. When they were settled in the refugee cam at Fugnido their home became a targetfor rebels who would attack and strip them of whatever possessions they had. They decided to moveto Kakuma refugee camp in Kenya and it was while here that he lost two daughters and one son dueto insufficient food and medical care. The camp was also under frequent attacks by the Turkanatribes who roam through the refugee settlements in search of pasture while looting property fromsettlers as they move. The family lost all it had and when the situation became unbearable they fledand crossed into Uganda.

The Warrang family settled at Achol-pii but attacks by rebels of the Lord Resistance Army made lifedifficult for them as they were forced to spend nights in the bushes, each time fleeing with theirbelongings. Anthony has since lost his wife and two other children to meningitis. In a family of 8people, he is now left with only a son.

Ireland and SudanThrough Ireland's international governmental aid agency, Development Cooperation Ireland, the IrishDepartment of Foreign Affairs offers assistance to Sudan. As of August 2004 DevelopmentCooperation Ireland, the Irish Government's official aid programme, provided over €8 million inhumanitarian assistance for Sudan. This funding is delivered through United Nations Agencies suchas the World Food Programme. Irish non-governmental organisations also play a role and help todistribute food, water and medical assistance to people affected by conflict in Sudan.

Compiled fromThe Newsletter of the Sudanese Human Rights AssociationOpinion Piece by Minister Tom Kitt on the situation in Darfur, Sudan.Irish Examiner, Friday 27th August

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Information about Conflict and Reconciliation Internationally


Testimony from Survivors of Landmines

Mulatu Assefa - EthiopiaA Northern Ethiopian family in the rural village of Lasta is gathering around the fireplace inside theirsmall hut discussing their day, as they do every night. One of the older children talks about thelandmine he found then threw in the river while herding cattle. Two weeks earlier a friend whofound a mine, thought it was a toy, and was killed when it exploded. The boy's younger brotherMulatu Assefa, was fascinated. He kept pestering his brother for the exact location of the weapon.

The next morning, Mulatu took the family's cattle to the river. As he got closer to the river he thoughtabout the mine and decided to look for it. It didn't take him much time to find it. He took off hisclothes and jumped in the river and grabbed it. He was delighted with his prize. He soon had acrowd of his friends gathered around him looking at the "toy". They all wanted to play with it.Mulatu threw the mine several times but it didn't explode. He threw it against a big rock. Nothinghappened. He brought it closer to his ears and heard a HESHSHSH sound. He wanted to know whatwas inside it. He slammed it against another rock with all his might. This time it exploded.

In the explosion, Mulatu lost all five fingers on his right hand. Fortunately, none of the other childrenwere hurt. It took years for Mulatu to recover. His family was poor. There were no hospitals nearby.He grew up but had trouble finding work because of his disability.

Today, Mulatu works with Landmine Survivors Network in Ethiopia. He is an Outreach Worker whohelps other survivors by working with them to recover and reclaim their lives.

Jose Felisberto - AngolaWhen I was 7 years old, I was playing with a few friends of mine and we found a hand grenade thatwas in a garbage bin. We didn't know exactly what it was and we played with it, passing it aroundamongst ourselves, hand to hand. Unfortunately, when it reached my hands, it exploded. As a result,I lost my two arms from the elbow down and the vision in my left eye.

My mother wasn't at home, so the neighbours took me to the hospital. I spent more than twomonths there. Since I couldn't go back to school, I started to train myself at home to be able tosurvive. I was able to do this because of the support of my family and one neighbour. This trainingenabled me to go back to school, where I managed to catch up with my studies like any otherstudent. At the start, my condition made my friends a bit reluctant to be near me and to play withme, but we all learned together how to live with my handicap after awhile.

At the same time, at home, I made my first attempts to draw. These were initially drawings of boats,cars, airplanes, people and images from my surroundings. Later, I tried to draw the numbers onfootball team uniforms and to try and “tattoo” my friends. After finishing high school I turned toSocial Sciences studies. But, due to my family's lack of money, I couldn't continue the studies all theway through. So instead, I stayed at home and discovered sports - namely swimming and fishing.

In 1998, I had to leave my wife and my only daughter to move to Luanda, the capital of Angola, tolook for a job. But, it was difficult and I couldn't find any jobs. Frustrated, I approached the AngolanNGO Lardef, which works with disabled people. The NGO encouraged me to take swimming lessonsand to seriously train in swimming. My training continued for one year until September 1999. I thenjoined the Angolan team to participate in the Pan-African games that took place in Johannesburg,South Africa.

On March 1, 2000 UNICEF and some NGOs and government agencies organised a cultural evening tocommemorate the second anniversary of the Ottawa Landmines Treaty. I was invited to display myworks of art as part of the exhibition. There I met with Handicap International people who asked meto design a comic book carrying mine awareness messages for them aiming to alert Angolan childrenabout the danger of landmines. I also struck up a relationship with some people from UNICEF whohave helped make my trip to Geneva possible. These days, I'm living with my wife and two daughtersin Luanda. I recently recorded one CD (with the support of a BBC correspondent) of songs aboutlandmines called “New Millennium Without Mines” - all profits will be donated to the BanningLandmines Campaign.”

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Disability and Conflict


Ireland and the countries of Ethiopia and Angola

Through Ireland's international governmental aid agency, Development Cooperation Ireland, the IrishDepartment of Foreign Affairs offers assistance to both Angola and Ethiopia.

Ethiopia is a “programme country” and so a major recipient of Irish aid that goes to help supportexpanded education, health care, HIV/AIDS counselling and education, water and sanitation servicesand roads.

Angola received over €5 million in development assistance from Development Cooperation Irelandin 2003. €1 million of this funding went to the United Nations High Commissioner for Refugees tohelp Angolan refugees to return home.

Compiled fromSurvivor Profiles, Landmine Survivors Networkwww.dci.gov.ie

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Disability and Conflict


Professor Darby's Four Key Issues

Taken from John Darby (1997), Scorpions in a Bottle. London: Minority Rights Group.

A Constitutional and Political ProblemTo date, no political or constitutional solution has been found which will accommodate the Unionistmajority who wish to remain part of the Union with Great Britain and the minority who wantstronger links with the Republic of Ireland, even a United Ireland. For Unionists, majority rule shouldbe the order of the day, for Nationalists, majority rule means Unionist domination. Unionists objectstrongly to interferences by Dublin in Northern Ireland while Nationalists believe that London isoverly sympathetic to Unionist interests. In Northern Ireland, politics tends to gravitate towardsextremes - political parties in the centre have always struggled to win significant levels of votes.'The demand by Nationalists that the Irish Republic should have a role in the governance of NorthernIreland, and the refusal of Unionists to allow any Dublin involvement was the primary block topolitical settlement'

A Problem of Violence and JusticeViolence has been a persistent feature of the Northern Ireland Conflict and not just in the recent past.While the period between 1969 and 1996/97 witnessed the most protracted violence, it has occurredregularly since the 18th and 19th centuries. All sides have been guilty of violence although by far thegreatest levels of violence have been perpetrated by paramilitaries. The ongoing use of violence hasalso led to the use of special powers legislation and to consequent ongoing cases of injustice.'The emergence of the Provisional IRA, strengthened by the introduction of internment in 1971,converted the violence to more organised confrontation between the IRA and the British Army, withinterventions from Loyalist paramilitary organisations.'

A Problem of InequalityAs a result of Unionist domination of political structures sine 1921, Catholics have experienced higherlevels of discrimination and disadvantage than Protestants in almost all aspects of economic, socialand political life.

'So, despite significant improvements since the 1970's there is ample evidence of Catholicdisadvantage across a broad range of social and economic indicators. There is also evidence thatCatholics perceive themselves to be disadvantaged.'

A Problem of Community RelationsPeople in Northern Ireland are born into communities, which have often been structurally andsometimes residentially divided since the Plantation of Ulster. The divisions are ratified and re-inforced by different social patterns and mutual suspicion.

'A substantial body of evidence indicates that Catholics and Protestants perceive themselves asbelonging to distinct groups, and perceive the conflict to be rooted in these differences.Psychological factors, including real and imagined fears are serious barriers to conciliation. NorthernIreland harbours a culture of intimidation.'

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Information about the Troubles


David Thompson, British Unionist

How do you define these two identities?BRITISH'It's inclusive of Ulster Scots, Manx, Scottish, varieties of Englishness etc… you can take out of all ofthese the parts that suit best. Whereas Irish appears to have a specific list of traits and if you don'tidentify with all of those then you can't be Irish.'

UNIONIST'The belief that people can work better on these islands together than they can divided.'

What has led you to identify with these groups?'My upbringing and my own choices. My upbringing has been added to through adult choices,through freedom of choice. I identify with those things I feel comfortable with. They include Irishmusic.'

How is your identity expressed?'My Unionism through my involvement in politics. The UUP believes that the people of these islandscan work better together, and achieve more than they can apart. Partition of these islands set up twosystems of privilege for the majority group in the two parts which led to the abuse of power in bothparts. That kind of corruption does nobody any good.

'My Britishness is expressed through identification with a value system understood within the society.The openness for freedom of expression. Unionism today has lost some of that - the ability to debateconstructively and to differ. I express my Britishness through showing tolerance and being inclusive.'

What are your hopes for the future of these groups?'Britishness will change. Any system of change will inevitably evolve. Unionism, if it is to overcomeinequalities, social exclusion etc. will have to come back to the realisation that the sum of its parts isless than the whole. Unionism has to rediscover its British roots of inclusion and tolerance. Tolerancegets lost in any conflict situation. This is about dealing with people and not just symbols and tribes.Part of the problem now is that no one has won over another. Therefore there is no clean break tostart afresh from. This conclusion is not helping the situation at the moment.'

Blackley McNally - British, Irish, Loyalist

How do you define these identities?'Born on the island of Ireland with allegiance to the throne of Britain. I perceive myself to be as Irishas a Scotsmen Scots, or a Welshman Welsh. Together the four nations make up what is known asBritain.'

What has led you to identify with these groups?'Though Ireland is partitioned, North from South, the majority of people in NI remain steadfast to theProtestant British way of life and see the Republic as being integrated and allied to RomanCatholicism. Two different cultures living on the same island.'

How is your identity expressed?'I am a member of two loyal institutions - The Orange Order and the Royal Black Precepitories, both ofwhich swear allegiance to the Holy Bible and to the throne of Great Britain, as the Defender of theFaith i.e. the Protestant Reformed Church. This is my way of making a statement of my identity and itis a vanguard for us if we feel we are under threat. Like so many institutions which are made up ofvoluntary membership, we are open to people who join for purely selfish reasons such as power,bigotry or positions of influence.'

What are your hopes for the future of these groups?'As we are living in Great Britain, we are the only people i.e. 'Ulster people' who have a border andwho had a neighbour who laid claim on our soil. This has led to a siege mentality.

However, as we have agreed to attempt to find a new way of sharing this Island, we must also look atourselves, both cultures. But by looking at each other square on and saying,“What is it I can do foryou? What is it about me that threatens you?”

If one side does not change, there is little chance of the other side changing, We must go into anongoing process of genuine accommodation, no hidden agendas and no guns or bombs.'

71

Comparing Identities


Máirtín Ó Maolmhuaidh - Irish, Republican

How do you define these two identities?'A Republican in the Irish context, is someone who has the political view that the island of Ireland, itswealth and resources, belong to all of us born and living here. We want a government elected fromthis islands' citizens to serve each of us without prejudice as to creed, gender, colour or culture.'

What has led you to identify with these groups?'At 9 years old, my parents were unemployed and my grandmother and us seven children wereforcibly evicted from our home. At 12 years old the funeral for my 18-year old cousin was blastedwith plastic bullets passing the same army checkpoint where he was killed. I knew that thosecarrying out these acts were alien to the community I belonged to.'

How is your identity expressed?'My only means of expressing myself as a Republican was to react against obvious injustice andpolitical violence suffered by my community. As a result I was imprisoned in 1977 and again in 1986-1998. Legislation inside and outside of prison opposed and denied the legal status of the Irishlanguage and sports. Today, however, I believe that my own transition from being an angry childagainst institutionalised discrimination and state violence, into someone who is presently proactivein politics and community empowerment, is broadly reflective of the ethos espoused and identityexpressed by the vast majority of Republicans.'

What are your hopes for the future of these groups?'Republicans have successfully resisted the worst elements of repression and alienation. Personaldevelopment has been the key that unlocked the door barring us from personal, community, culturaland political advancement. Republican participation will rapidly advance in all spheres of society,giving strong and positive representation to their community. How others perceive us is crucial.Therefore, the less resistance there will be to the wholly beneficial realisation of a new Ireland with itsown 32 county democratically elected government.'

Patricia Lewsley MLA - Nationalist, Irish

'A Nationalist wants to see the island of Ireland as one, not with Northern Ireland as part of the UK. Iaspire to an “Agreed Ireland” which is decided by all the people on the island and where they all worktogether for the common good. This is different from wanting a “United Ireland” where one sectionwould decide on the future for everybody.'

What has led you to identify with these groups?'Growing up I became aware that there was a border and that somehow stopped me from expressingmyself as I wanted to. I knew that the island should be a whole, part of it not belonging to somebodyelse. I went on to identify with a Nationalist party because that was more about dialogue and non-violence than a Republican party. I think the taking of a life is too high a price to pay.'

How is your identity expressed?'I always know I had a different religion to others in the mixed area where I grew up but this neverreally mattered until the “Troubles” broke out. Both my parents came from mixed marriages and theytaught me to respect the person and not to look at the “baggage”. I express my identity through mypolitics. My political party gives me a platform to express my desire for an agreed Ireland. I seemyself as a moderate Nationalist.'

What are your hopes for the future of these groups?'The Good Friday Agreement has given everyone ownership of their own identity, of the PeaceProcess and of their future. Unionists identify with the North-South Bodies and everybody in NI hasto work together in the Assembly. As this work evolves, trust and respect will develop to build abetter future. We are also part of the European family, which reduces the pressure of bordersthroughout Europe. When the UK takes on the Euro, that will even out currency differences and puteveryone on a more even economic playing field.'

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What's in a name? - Well, politics for a start!The terms which different political groups use (or have used) to refer to the political areas that makeup the island of Ireland remain a major source of disagreement even today. Below, we attempt tounravel some of this debate - recognizing that many of the terms used are, in themselves, political.At the beginning of the 20th century, there was no such problem, as the entire country was, at thetime, known simply as “Ireland”. The leaders of the 1916 Rebellion in Ireland proclaimed a newrepublic, which they called the 'Irish Republic'. This republic was not recognised by the British andwhen the British introduced its 'Government of Ireland Act' in a treaty signed in London in December1921, the title of the new southern state was set down as the 'Irish Free State'.

This continued to be the correct title of the state until 1937 when a new constitution was adopted, inwhich the title 'Irish Free State' was dropped in favour of the name 'Ireland' or, as given in the Irishlanguage 'Eire' (a name still used on Irish passports and stamps). Some confusion at times arises fromthe fact that the state has been a republic since 1948 and as such may be referred to as the “Republicof Ireland” (Note: not 'Irish Republic').

The title 'Ireland' was made the official name of the state in 1937 to underline the claim over theentire island - a claim that was removed in December 1999 as part of the outcome of the BelfastAgreement. The British Government never used the English language name for Ireland. Instead inofficial documents it referred to 'Eire' which, when translated from the Irish language literally means'Ireland'.

The British Parliament, in 1949, passed the 'Ireland Act' which set down the “Republic of Ireland' asthe name by which the country was to be referred to in British Acts of Parliament. However, as waspointed out the title 'Ireland' has remained the title of the state in its constitution ever since 1937and it is by this name that the country is now recognised internationally. For example, it is by thename 'Ireland' that the state is known in the European Union.

The term 'Northern Ireland' has continued in use since 1920. At times 'Northern Ireland' is referred toas 'Ulster' but this is historically inaccurate, as 'Ulster' is one of the four provinces of Ireland. There arenine counties in the province of Ulster but only six of these are in the territory now known as'Northern Ireland. 'Northern Ireland s often referred to as the 'six counties' by some Nationalists as areference to the 'unfinished business' of re-establishing a united Ireland of 32 counties.

Following on from the Act of Union of Great Britain and Ireland (1801) and the Government of IrelandAct (1920), Northern Ireland today remains part of the United Kingdom of Great Britain and NorthernIreland along with Scotland, Wales and England.

The debate continues on!!(Adapted from Colm Regan and Scott Sinclair (1986) Half the Lies are True…Ireland / Britain aMicrocosm of International Misunderstanding? Published by Trócaire and Development EducationCentre, Birmingham).

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0

10

20

30

% of Vote

UUP DUP SDLP SF APNI NIW C PUP UKUP

2003

Political Parties

Assem bly Elections

2003

1998

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UnionistThe Democratic Unionist Party (DUP)One of the two main Unionist parties. Founded in 1971, the DUP opposes what it sees as any

weakening of the position of Northern Ireland within the Union. It is often described as an'uncompromising' Unionist party and sees the Good Friday Agreement (GFA) as a betrayal by theBritish Government and the UUP. Its leader, Ian Paisley has his own church - the Free PresbyterianChurch. As a result of the 2003 Northern Ireland Assembly elections the DUP have overtaken theUUP as the largest Unionist party in Northern Ireland.

The Ulster Unionist Party (UUP) One of the two main Unionist parties and ran the state of Northern Ireland from 1920 until 1972.The UUP is committed to maintaining the link with Britain and is in favour of power sharing undercertain conditions, namely decommissioning of the IRA's weapons. David Trimble is the currentleader of the UUP.

There have been tensions within the UUP and pressure on its leader, due to disagreement about GFAand power sharing with Sinn Féin before it had decommissioned its weapons. These tensions,combined with poor election results, have led to some party members leaving and joining the DUP.

Smaller PartiesProgressive Unionist Party (PUP)Founded in 1979 and has links with the Ulster Volunteer Force (UVF). The PUP participated in thepeace talks process and is largely supportive of GFA. It describes itself as a socialist party, and itsleader is David Irvine.

UK Unionist Party (UKUP) Led by Robert McCartney and is strongly opposed to the GFA. Disagreements about the UKUP'sstrategy led to a split and some members left to form the Northern Ireland Unionist Party (NIUP) in1999.

Ulster Democratic Party (UDP) Emerged from a Loyalist grouping associated with the Ulster Defence

Association (UDA)The UDP participated in the peace talks process and won 3% of the vote in the first Assemblyelections although none of its members were elected. The party was dissolved in 2001 and its lastleader was Gary McMichael. After the demise of the UDP a group called the Ulster Political ResearchGroup was reformed. Although not a political party, its purpose was to fill the political vacuum bygiving political analysis to the UDA.

Loyalist Paramilitary GroupsUlster Defence Association (UDA) Largest Loyalist paramilitary group in Northern Ireland. It was set up to defend Ulster fromRepublican violence and was declared illegal in 1992.

The Ulster Freedom Fighters (UFF)Considered to be a more militant section of the UDA. The UDA / UFF joined with other Loyalistsgroups in 1994 to call a ceasefire although the UFF briefly broke their ceasefire in 1997 / 98. Aftercontinuing attacks across Northern Ireland, in 2001 the British Government 'specified' the UDA / UFFand other Loyalist groups, which meant that their ceasefire was considered to be at an end. After a12-month period of 'military inactivity' the UDA announced an indefinite ceasefire in February 2004.

An element within the UDA, led by Johnny Adair, engaged in a feud with the UVF in 2000. Adair wasalso involved in an internal feud with other UDA commanders in 2002/03, which lead to himreturning to prison, having previously been released under the GFA.

Loyalist Volunteer Force (LVF)Formed in 1996 around dissident members of other Loyalist groups in the Portadown area. Its

leader, Billy Wright, was assassinated in prison in 1997 by the INLA.

While the LVF was the first group to decommission some weapons, it has continued to be suspectedof involvement in paramilitary attacks.

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Ulster Volunteer Force (UVF)Major Loyalist paramilitary group linked to the PUP, and has been on ceasefire since 1994. The RedHand Commandos is an associated group. Following a TV documentary in 1993, the UVF admittedresponsibility for the 1974 Dublin and Monaghan bombings, which killed 33 people.

Middle GroundAlliance Party of Northern Ireland (APNI)Was founded in 1970, occupies the 'middle ground' of Northern Ireland politics and attracts limitedsupport from both sides of the main political divide. The Alliance Party remains committed to theGFA, and favours a regional power-sharing government and the introduction of a Bill of Rights toprevent discrimination. The party retained its six seats in the Northern Ireland Assembly in the 2003elections, although its share of the vote decreased. Its current leader is David Forde.

Northern Ireland Women's Coalition (NIWC)Was founded as a cross-community party in 1996 and its leader is Monica McWilliams. The party wasset up to challenge the lack of effective political representation of women and to provide a vehiclefor involving women in the peace process at political level. The Women's Coalition supports thepeace process and the GFA. It lost its two seats in the Assembly at the 2003 elections.

Nationalist PartiesSinn Féin (SF)Only All-Ireland political party and one of the main Nationalist parties in Northern Ireland. It favoursa united Ireland and, until the late 1990's refused to condemn paramilitary violence to achieve thatgoal. Sinn Féin is regarded as the political wing of the IRA and represents the views of manyRepublicans in Northern Ireland. Sinn Féin supports the implementation of the GFA and its leader isGerry Adams. As a result of the 2003 Northern Ireland Assembly elections Sinn Féin has overtakenthe SDLP as the largest Nationalist party in Northern Ireland.

Social Democratic and Labour Party (SDLP)One of the main Nationalist parties in Northern Ireland. It was founded in 1970, and favours aunited Ireland by consent. It has supported the principle of power-sharing and Irish Governmentinvolvement in Northern Ireland politics. Its former leader, John Hume shared the Nobel Peace Prizewith David Trimble and Mark Durkan is the current leader. The SDLP won only 18 seats in the 2003Northern Ireland Assembly elections, which was six less than in 1998.

Smaller PartiesIrish Republican Socialist Party (IRSP)Founded in 1974 and describes itself as a Marxist Republican party. The IRSP has never receivedmuch public support and has been divided by violent feuding. The IRSP is thought to be connectedwith the INLA and is critical of the 'moderate' position of Sinn Féin.

Republican Sinn Fein (RSF)A breakaway group from Sinn Féin, which was formed in 1986 in opposition to SF's decision to endits abstention policy from the Dáil. The group was led by Ruairí Ó Braídaigh, former President of SF,and Dáithí Ó Conaill, former Chief of Staff of the IRA. RSF is against the current peace process andthere have been claims that the Continuity IRA is, in effect, the military wing of RSF, although RSFleaders have denied this.

Republican Paramilitary GroupsIrish Republican Army (IRA)The main Republican paramilitary group in Northern Ireland whose aim is to end British control ofNorthern Ireland and create a united Ireland. The IRA is more commonly known as the ProvisionalIRA after a split with the Official IRA in 1970. The latter group declared a ceasefire in1972 and theProvisional IRA announced a ceasefire initially in 1994 and again in 1997. Small groups have brokenaway from the mainstream since the first ceasefire in 1994, calling themselves the 'Real IRA' and the'Continuity IRA'.

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Continuity IRA (CIRA) and 'Real' IRA (RIRA)Believed to be closely linked. They are both made up of people previously involved in otherRepublican groups, particularly the IRA, who were opposed to or became dissatisfied with the PeaceProcess. The 'Real' IRA admitted responsibility for the Omagh bombing in August 1998, which killed29 people.

Irish National Liberation Army (INLA)A small breakaway military grouping which emerged from the Official IRA in 1975, it has experiencedviolent internal division and is linked to the IRSP. The INLA called a ceasefire in 1998 but refused toengage in decommissioning.

NoteParties in Northern Ireland are often divided into those supporting violence for political ends andthose opposing it. The UUP, the SDLP, the Alliance Party, and the Women's Coalition have all opposedthe use of paramilitary violence. The DUP has always denounced violence but it has had allegedlinks with militant groups such as Ulster Resistance (a Loyalist paramilitary style organisation whichwas formed in 1986 by Ian Paisley among others). Sinn Féin has historically supported the IRAalthough is now officially opposed to the use of violence.

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Alice Nocher's brother was killed in 1975 in a bomb explosion. A coupeof years later she was shot herself and survived. In 1993 her husbandwas shot dead in a sectarian attack whilst at work.“Everybody was wrapped up in their own grief for him. My life totally changed. It was like the end offamily life as we knew it…these doctors and all were giving tablets. But I was the eldest girl, so they said tome “You have to be strong for your mother'. I wanted to go to pieces. But, you know, I had to be strong forher… I felt I wasn't allowed to cry, to do anything like that, in case I upset my mummy or anything. I cried,but very rarely. I held it all back really. I just kept going over in my mind as to who could have left thatthere. I was angry with the ones who left it there. I was angry, I was hurt. It was a mixture of everything.

I tried to get someone to blame but when you can't find someone to blame you start saying 'Maybe if hehad've stayed at work or if he had've stayed and had that cup of tea'. If, if, if. It's not going to changeanything. They had whole lives ahead of them.

There was a court case some years later and I was subpoenaed to go as a witness and there were threefellas standing in the dock. Their faces were covered anyway. They were masked. And that was terrifyingbecause I had to relive that all over again. And in the end they got off. I said to the detective “why did youput me through all that knowing that you hadn't enough evidence to convict these people? He says hethought there might have been a chance. It was absolutely terrifying. I had to get up to walk round themto the stand. I would like to have been able to say they were the guilty ones. It was the detective who saidto me they were the ones that done it, though he couldn't prove it.I don't know where they got the courage from. I just stared straight back at them and I stared into everyone of their eyes and they sort of looked at me and turned away. They looked everywhere but at me. I felt Iwas the strongest of us for doing that.

I think this is the longest I ever talked about it to anybody. You're scared of people getting fed up listeningto you. People had their own worries and probably their own tragedies, especially round this area.

To talk about it is to remember about it. People don't want to remember. But it happened, and it is never

going to go away.'

This anonymous interview was conducted with a female former prisonofficer, who was the subject of a gun and grenade attack in 1979 whilstcoming off duty.'(I was) Hurt and angry that they should do that to me. I tried to explain to them not to be sending flowersat Christmas because I always bought Mammy flowers at Christmas. And I'm not a flowery person, but shewas. It always reminded me of that. I miss Mammy enough without flowers coming to remind me. Thereare other things besides flowers. There was a whole row because the authorities thought I'd been dead forten years. And then they came here and my sister says 'I feel like scalding you, yous have hurt her thatmuch.' And they said that they'd be back. That was years ago. Then two men come and they said they'll

get them to come but nobody came.'

Lawrence McKeown is a former member of the IRA, who was involvedin the hunger strike in 1982 in which ten men died.'Inside (in prison) I've experienced a type of life - experienced emotions that are deepest. I see life everafterwards as being an anticlimax because I feel myself that I have lived it to its full, in the sense of beingon the edge of the deepest of emotions that you could experience - which are from very negative ones ofanger and rage and hate to ones of exhilaration and love and comradeship or friendship. So, I don't lookback on it in a negative sense at all.

If I had to live it all over again, I would do exactly the same. I think what happened later only happened

because of the impact of the ten deaths.'

78

Some Survivors Talk


David Clements is a Methodist minister in South Belfast, his father, apoliceman, was killed on duty in 1985. As a result of his experiencesand his ministry he has become involved with WAVE, a support groupfor victims of the Troubles.'At the time of my father's death my mother found - I think the whole family found - remarkable strengthat that time. There must have been roughly about five hundred people who came to our house in theperiod of that week. I think my mother spoke a word of encouragement of blessing from the Lord tovirtually everyone of those people, from the local parish priest to Ian Paisley. And when I look back on thattime, there is a lot of pain and sorrow there, but there is also a blessing and a triumph.

I visited all the folk who were bereaved. In those first few days there was some anger. The anger camemore from the community generally than from the families that had been bereaved. I suppose their initialfeelings were more of a shock and sadness. I would sometimes have told people that my father had beenmurdered. I found that it helped for people to know that this man sitting here listening to them sometimescrying with them had been though something similar. That did seem to help them in some way, or openup a channel through which I could help them. I then got involved with WAVE. I've been involved withthem for a few years now. I think that they are a group who have done an enormous amount of good forpeople in those circumstances. They really are the first, and for a long time the only group, that has beenset up specifically for that purpose. They began something that nobody else had really tried to do.

I think that it has helped me too in some ways. I think it has helped me to deal with some of the feelingsthat I have. I think in dealing with some of the people that I have in the past three or four years I have had

more anger. And sometimes I have found that difficult to deal with. Part of it is the futility.'

Iris Boyd lost her father in a bomb explosion in Monaghan in 1974.'That day will never leave me. It was a day I'll never forget. Our life has never been the same. It was tryingto overcome that tragedy. If my aunt hadn't been out of hospital I would actually have been caught in thebomb. That's how close I was, it saved my life. It was a very big upheaval for us after losing my father,because we didn't expect to lose him like that. Mother and I were living on medication for six weeks afterthe bomb. Then I realised I was pregnant. I had been taking the medication while I was pregnant anddidn't realise it.

There was no counseling, there was nothing. The pain and grief we went through was hard to bear. I thinkit was always talked about through the family, on and off, with people always calling. That would havebeen the only therapy we had. There's a lot of good to be said for wakes and everything. Because it helpsto bring it out. All I can say is that I'm glad that it's come to the stage where people are being listened toand the likes of me and the others can talk about it openly.

Although we have a cease-fire, which we are grateful (for), sadly the door hasn't finally closed, when we

can all live together in peace.'

Charlotte Vji is from a Hindu family of Indian origin who live in Derry.She is actively involved in campaigning for ethnic minority rights.'The Troubles were very bad. I did meet up with racism. I met up with racism due to the fact Belfast waspredominantly Protestant. And even though my two aunts were Protestant, there were Protestant menwho maybe fancied to take you out because you were a novelty, because you were coloured. You attract alot of attention but you were being used. Protestant men said I would never marry because I was thewrong colour for them, so that was hurtful. Time has moved on, now there are so many mixed racemarriages in Northern Ireland, hundred and hundreds.

I do like living here but so many people have moved. I love this country so much, yet I cannot accept theviolence and I cannot accept the fact that if the violence of the 'Troubles ceases, racism will increase.People have to find a victim for their hatred. With the attacks on the Chinese community, the Chinese gotworried in Derry and then the Indians were saying. 'It's the Chinese now, it will be the Indians next!'

Northern Ireland is becoming so racist. I don't want race to become an issue in Northern Ireland. That'swhy I fight every day. I want to educate people in racial awareness. With our Troubles, parents did notteach their children to respect other religions. How can they teach them to respect other cultures? Peoplewho are born and brought up here feel as Irish as them but they have got a different colour of skinbecause of their parents.'

79

Some Survivors Talk


More Specific Effects of the TroublesThe study examined the impact of the conflict on 1,355 people representing a sample of the generalNI population living in 3 different types of areas:

• Those experiencing high levels of deaths per 1000 people (7 or more deaths)

• Those experiencing medium levels (2 to 6.9 deaths)

• Those experiencing low levels (0 to 1.9 deaths)

The Study's Main Conclusions (for areas most affected by the conflict)• The conflict affected some areas more than others with high levels reporting twice the rate of

experience of the Troubles than those with medium levels and four times that of those with low levels.

• There are insecurities and fears in being outside one's own area and an acute wariness ofoutsiders, exhibited, for example, in efforts to conceal where one lives.

• There is a strong pattern of segregation - over a quarter of those from areas with high levels whowere employed, worked only with members of their own community.

General Effects of the Troubles• Large numbers of people reported painful memories (including 'involuntary recall); nightmares

and dreams related to the Troubles especially those form high level areas.

• 30% of those from the high level areas compared to just 11% in the medium level areas reportedan increase in alcohol consumption related to the Troubles

• More health problems were reported by those in high level areas than by those in the other twoareas

More Specific Effects of the TroublesHelp and support• Respondents in all three areas reported that the primary sources of help was from immediate

family and friends.

• Of those who did seek help, over 40% in the high intensity group claimed they were unable tofind adequate help, compared to 29% in both middle and low intensity areas.

• The belief that nothing could help was reported by over 83% in the highest intensity wards andjust over 4% in the low intensity wards

• When asked about medication, almost a quarter from the high intensity areas reported that theyhad taken some form of medication, compared to just under an eighth in the middle and just over9% in the low intensity group

Health• About 4.5% of those interviewed reported that they had been injured in a bomb explosion or

shooting

• Over one-fifth of those interviewed reported a deterioration in their health which they attributedto the Troubles.

• Just less than 6% reported being given pain medication to treat conditions they suffered as aresult of the effects of the Troubles.

Age• The 45-62 age group had the highest percentages of people reporting 'a lot' of experience of the

Troubles, and the 40 - 59 age group reported more experience of straying into areas where theydid not feel safe and more experience of feeling wary in the presence of the 'other' communitycompared to other age groups.

• About a quarter of the sample had seen people killed or injured at least once, with 37.1% of the15-19 year olds - the highest rate for any group - reporting this experience

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Religion• The percentage of Catholics reporting 'a lot' (18,9%) and “quite a lot' (22.8%) of experience of the

Troubles was much higher than that of Protestants (5.25% and 13.8% respectively) whilst only15% of Catholics compared to 38.9% of Protestants reported very little experience of the Troubles.The study concluded that Catholics experience of the Troubles is disproportionately high.

• “A complete change in their lives” due to the Troubles, was reported by 90.9% of Catholicscompared to 80.1% of Protestants. Catholics report having experienced more extreme effects ofthe Troubles, whereas Protestants report less overall change on a smaller scale.

• Proportionally more Protestants than Catholics reported long-standing illnesses

• Catholics reported higher levels of painful memories, dreams and nightmares about the Troubles,intrusive thoughts, losing interest in normal activities and feelings of insecurity and jumpinessthan Protestants

Gender• A higher proportion of men (37.7%) than women (22.3%) reported “a lot” or “quite a lot” of

experience of the Troubles with a fifth of men and a quarter of women reporting little or no suchexperience.

• Some experiences were shared by both men and women whilst some more direct experiences -being called sectarian names, or getting into physical fights or witnessing a shooting are far morefrequently encountered by men. Similar percentages reported death or injury in their immediatefamilies.

Taken from:Marie Therese Fay, Mike Morrisey, Marie Smyth and Tracy Wong (1999). The Cost of the Troubles Study Personal Accounts from Northern Ireland's Troubles, Public Conflict. Private Loss. Edited by MarieSmyth and Marie Therese Fay (2000) London: Zed Press

ViolenceThe DeadAll Security Forces 1036 (28.5%)All Paramilitaries 536 (14.7%)All Others 2064 (56.6%)Total 3636 (100%)

Civilian DeadCatholic 1232 (59%)Protestant 698 (33.4%)All Others 158 (7.6%)

Paramilitary DeadRepublican 392 (73%)Loyalist 144 (27%)

Security ForcesLoyally Recruited (UDR, RUC, RIR) 509Army 503

Responsibility for DeathsRepublicans 2139 (58.8%)Loyalists 1050 (28.8%)British Army 301 (8.3%)Unknown 80 (2.2%)RUC 52 (1.4%)UDR 8 (0.2%)British Police 1 (0.1%)Irish Police 3 (0.1%)Irish Army 2 (0.1%)

Source: David McKittrick et al (1999). Lost Lives: The Stories of the Men, Women and Children whodied as a result of the Northern Ireland Troubles. Edinburgh and London: Mainstream Publishing.For many years, a lot of people have been working hard within and outside Northern Ireland to dealwith the effects of the conflict, to reduce its intensity and to try to build peace. This work has beenbroken down into a number of areas, which tackle the root cause as well as the effects of the conflict.

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Understanding each other Individuals and groups from both communities are brought together toexplore common issues (e.g. facilities for young people, unemployment, women's education) and indoing so challenge some of the myths they have about each other. Specific programmes are also setup to first understand better the history and the culture of their own community and then tounderstand the other's culture.

Anti-discrimination These projects seek to challenge the everyday practices of people (at work, at school, at home) and how they can discriminate against some in favour of others. They tend to look most often atpractices of sectarianism (discrimination based on religion) but can also look at issues of racism and sexism.

Anti-intimidation This work challenges the various powers (paramilitaries to security forces) which limit the daily livesof people through threatening action which cause fear in people about where they socialise, whothey are friends with, where they work etc.

Cultural Traditions It is widely recognised that the two communities in Northern Ireland have very different and distinctcultures and ways of life. Each community needs an opportunity to reflect on and challenge its ownculture and to understand and respect the others.

Justice and Rights Often the debate on justice and rights in NI has focused on one community's needs over, or indefence from, the other. Reconciliation work in this area has focused on a common set of rights forall the population and the recognition of each of the others deserving of these rights.

Political Education Very often people in NI have preferred to avoid political discussion especially in “mixed” company inorder to avoid tension. Political discussion programmes therefore seek to allow honest discussion ofpolitical issues within and between groups in a safe environment.

Interchurch'Religion' is often cited as 'the problem' in NI. Religious leaders and regular churchgoers have tried tochallenge this view by working together on common projects and services in order to betterunderstand each other and to give some common leadership against violence. Religious groupshave also provided much support to victims of the conflict.

Conflict Resolution Conflict happens everyday in every area of life. When this conflict becomes violent, it obviously posesa serious threat to the safety of individuals and the community and affects relationships. Working tobetter understand conflict and resolve it without violence has always been very important in peace-building work.

(Adapted from Mari Fitzduff, Community Relations Council)

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Overview of ProjectSeveral specific resources are provided to assist you, and a clear plan to direct you in planning andcarrying out each stage of the project has been developed. Begin by reviewing the six stages of theElderly Action

Project summarised below:1. Lead Learning Activities to help your students to build an understanding of the basic concepts

and processes involved in conflict and reconciliation.

2. Lead the Timeline of the Troubles learning activity to help your students to build a personalunderstanding of the history of the conflict in Northern Ireland.

3. Lead interviewing activities with elderly people in your community.

4. Prepare a presentation in order to present and record what you have learned about the history ofthe conflict in Northern Ireland in your community or school.

5. In your class, lead discussion activities to share your views and opinions about what you havelearned about the history of the conflict.

6. Lead action activities that help your students become involved in positive social change aroundissues related to the elderly and the history of the conflict.

If this is an Action Project that you would like to lead with your students, follow the detailedinstructions for each of the six steps as provided below.

Method1. Lead learning activities to help your students to build an understanding of the basic concepts and

processes involved in conflict and reconciliation.This Resource Package provides a number of learning activities on conflict and reconciliation. Youmay choose to do as many or as few of these activities as you like, depending on the time that youhave available and the interest of your class.Note: The “Timeline of the Troubles” learning activity is a key activity for use in this Action Project.It is best not to use this activity as an initial learning activity, but rather to leave it aside until thenext step.

2. Lead the Timeline of the Troubles learning activity to help your students to build a personalunderstanding of the history of the conflict in Northern Ireland.

3. Lead interviewing activities with elderly people in your community.

• Make contact with an elderly person(s) in your community. To assist you, several organisationsand contacts are listed below assist you:

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1. Action Project The Elderly

IntroductionThe Timeline of the Troubles activity asks yourstudents to reflect on experiences of theTroubles that they can remember in theiryoung lives and then to compare theirperspective with that of an older person. Theelderly have an often untapped wealth ofwisdom and experience of conflict in Irelandand the Troubles from their much longer lives.They have lived through what we view ashistory and can provide valuable perspectiveson what they have seen. Ask an elderly personor person(s) to participate in sharing theirmemories of the Troubles.

This unit involves the students undertaking aCommunity Action Project as outlined inOption 1, Module 2, Unit 5: The Story of Living

Faith, in the Religious Education, LeavingCertificate Applied Syllabus.

Objectives• Develop a personal understanding of

history of conflict

• Link to history of community

• Develop understanding of lives of elderly incommunity

• Develop skills in research, debate,presenting

• Explain the project to the people you contact and request their cooperation. Arrange to meetwith those who are willing, preferably on more than one occasion. It is best to just discuss theAction Project and its goals in the first meeting.

• Ask where the interviewee would be most comfortable meeting and do your best to meet in asetting that is familiar and comfortable for him/her.

• There is an “Interviewing Activity” provided in this Resource Package, which you may find usefulin preparing your students to meet and interview elderly people in your community.

• If possible use a recording device (tape recorder/minidisk recorder etc.) to document theinterview. Recording devises may be available at your local library. If using a recording devise,be sure to ask permission of the interviewee and place the devise near to that person.

• Begin by asking questions that:

• Help you to get to know the person

• Are open ended (warrant more than a yes or no response) that will evoke their history andstories

• Ask about their perspectives on the conflict

• Ask about any personal experiences with the conflict

• Ask what they would like to see happen in the future

• Ask for ideas for steps towards peace

• Ask if their ideas have changed over the years.

Use the Timeline of the Troubles activity and compare your personal timeline with that of the elderlyperson you are working with.

4. Prepare a presentation in order to present and record what you have learned about the history ofthe conflict in Northern Ireland in your community or school.

After your class has developed an understanding of the issues relating to conflict andreconciliation in their school or community, you may wish your class to summarise, synthesis andreview what they have learned. This Resource Package provides a number of Activities forPresenting/Recording what they have learned. With your class, choose one or several of thePresenting/Recording activities to complete.

5. In your class, lead discussion activities to share your views and opinions about what you havelearned about the history of the conflict.

Following the presentation, you may wish to have your class discuss what they have learned fromtheir presentations. This Resource Package provides a number of Activities for Exploring Issues.With your class, choose one or several of the Activities for Exploring Issues to complete.

6. Lead action activities that help your students become involved in positive social change aroundissues related to the elderly and the history of the conflict.Following the presentation and discussion activities, you may wish your class to become furtherinvolved in the issues relating to the elderly in your community, or peace and reconciliation inyour community. This Resource Package provides a number of Activities for Taking Action Around Issues.

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Overview of ProjectMany resources exist to assist you and a clear plan has been developed to direct you in planning andcarrying out each stage of the project. Begin by reviewing the seven stages of the School ExchangeAction Project that are summarised below:

1. Using the resources provided, identify an exchange organisation, or source of support that isappropriate to the needs of your students.

2. Lead the provided Learning Activities to help your students to build an understanding of the basicconcepts and processes involved in conflict and reconciliation.

3. Lead research activities to identify and build knowledge of how conflict affects your owncommunity. These activities can be used to investigate particular issues related to conflict thatyour students are interested in or concerned about within their community or school. Encourageyour partner school to likewise lead research activities in their school or community so that theywill also be able to provide an in-depth explanation of how these issues affect their own lives.

4. Prepare a presentation in order to share with your partner school what you have learned aboutconflict in your community or school. In turn, you will ask your partner school to share what theyhave learned about their own community.

5. Visit the partner school's community and share what you have learned, lead discussion activitiesto compare your views and opinions about conflict, identify what your communities have incommon.

6. Lead action activities that help your students become involved in positive social change aroundissues of common concern to both communities.

7. Lead an evaluation of the project to review what your students have learned.


Method1. Begin by investigating the numerous exchange programmes and evaluate which will suit your

students.

There are numerous organisations that fund and support school exchanges between the Republic ofIreland and the United Kingdom. These agencies provide logistical and funding support you willrequire for the physical component of the exchange. In applying for any funding, you may be askedto detail the activities and objectives of your exchange. This Activity Plan will provide a good outlineto assist you in providing details of the proposed activities for your exchange.

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2. Action Project School Exchange

IntroductionThis Action Project involves bringing togetherstudents from Britain/Northern Ireland and theRepublic of Ireland, both from Catholic andProtestant backgrounds to build bonds andlearn about conflict and reconciliation.Students often say that personal contacts areof the greatest value in terms of learning.Young people realise that they have manythings in common with each other and learn torespect differences and appreciate otherviewpoints. You can also conduct the samesort of activity over the Internet, or throughletters with a school in a developing country.

ObjectivesBy completing this Action Project, yourstudents will:

• Develop a personal understanding of howthe issues of Conflict and Reconciliationaffect their lives and their school orcommunity as well as the school orcommunity that they are linking with

• Learn what you share in common with thestudents who they are linking with

• Develop an understanding of thedifferences between their lives and thestudents who they are linking with

• Develop more tolerant attitudes towardsdifference

• Develop skills in research, recording andcommunicating information

Below is a list of some of these agencies. Additionally, there are several resources that will assist youto link with schools, both in Ireland and abroad, through the internet and post rather than physicallyembarking on an exchange.

Funding and Support:Websites:• www.cooperationireland.org (School Exchange Programme and Civic Link Programme)

• www.leargas.ie (Exchange Funding and Training)

• www.NCompass.org

• www.causewayyouth.org

Venues:• Glencree Centre for Reconciliation

• The Corrymeela Community, Ballycastle, Co. Antrim

• St. Columbs' Park House, Derry

• Glebe House, Co. Down

• There are numerous other possible venues, mainly outdoor activity centres, particularly aroundthe border area.

Online School Linking:If you have access to the Internet you can link with a school anywhere in the world. In this way, youcan find out about issues related to conflict internationally. Below are sites on the Internet where youcan find schools to link with:

• Global Schoolhouse: www.gsn.org - Through Global Schoolhouse you can register your school andthen propose a collaborative online project around any issue that interests you.

• Comenius Space: http://comenius.eun.org/ww/en/pub/comenius/index.htm The Comenius Spacewebsite has been relaunched and includes over 500 schools Europe wide seeking partners for awide range of projects.

For more information on school linkingContact the Education Programme at the Glencree Centre for Reconciliation:

The Education ProgrammeGlencree Centre for ReconciliationGlencree, County Wicklow01 [email protected]

2. Lead learning activities to help your students to build an understanding of the basic concepts andprocesses involved in conflict and reconciliation.This Resource Package provides a number of learning activities on conflict and reconciliation. Youmay choose to do as many or as few of these activities as you like, depending on the time that youhave available and the interest of your class.

3. Lead research activities to identify and build knowledge of how conflict affects your owncommunity. These activities can be used to investigate particular issues related to conflict thatyour students are interested in or concerned about within their community or school.

As the exchange focuses on building bonds and learning about each school or community, it isimportant that your students are prepared to speak knowledgably about their school orcommunity before embarking upon the exchange. You will need to explain to your class that youare going to research and identify issues related to conflict in your own school or community.

This Resource Package provides a number of Activities for Researching Issues in your community.When using these activities, you will be researching the issues of conflict and reconciliation in yourschool or community, or an issue related to it that your class has identified. With your class, chooseone or several of the research activities.

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It would be beneficial if the school you are linking with has also prepared itself to share what theyknow about their community. You may want to contact your counterpart in the school you arelinking with and encourage them to likewise undertake research in their school or community sothat they too will be able to knowledgeably speak about the issues of conflict and reconciliationin their lives.

4. Prepare a presentation in order to share with your partner school what you have learned aboutyour community and to learn about your partner school's communityAfter your class has developed an understanding of the issues relating to conflict andreconciliation in their school or community, they will have something to share with the school thatthey are linking with. In order to clearly communicate what they have learned, and to synthesisethe information for themselves, you may wish your class to develop a presentation of theinformation that they have gathered from doing their research. This Resource Package provides anumber of Activities for Presenting/Recording what they have learned. With your class, chooseone or several of the Presenting/Recording activities.

5. Visit the partner school's community, lead icebreaker and discussion activities to identify whatyour communities have in common and share what you have learned about your communities bygiving your presentation.

When your groups initially meet, you may find it useful to introduce the groups to each other in away that helps them to think about what they have in common and how conflict andreconciliation affects them. This Resource Package provides a number of Icebreaker Activities.With your class, choose one or several of the Icebreaker Activities.

Present your students' community research to the students of your partner school. Have thestudents of the partner school present their community research to you.

Following the presentation, you may wish that your class discuss what they have learned withtheir partner school. This Resource Package provides a number of Activities for Exploring Issues.With your class, choose one or several of the following Activities for Exploring Issues provided.

6. Lead action activities that help your students become involved in positive social change aroundissues of common concern to both communities.

If an issue, or problem has become evident through doing this project, you may find that yourclass will want to do something about it. If you wish, you can take the school exchange project astep further by working together to take action around an issue that has been identified throughyour research and discussions with your partner school.

This Resource Package provides a number of Activities for Taking Action Around Issues. However,the best activity for your group is one that it plans for itself and that focuses on a problem or issuethat is important to it. When deciding on the kind of Action Project, you might want to brainstormthe following with your group:

• If your group has learned of a problem or an issue related to conflict that exists in yourcommunity, your group might be interested in an Action Project to address that problem or issue.

• Are there local organisations that could be involved with this issue or that your group couldwork with on your Action Project?

• After you have brainstormed a number of ideas with your group, conduct a vote to choose oneidea for your Action Project.

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The Little Brothers(Friends of the Elderly) Limited.25 Bolton StreetDublin 1, Ireland Phone: (01) 873 1855Fax: (01) 873 1617E-Mail: [email protected]

Age Action Ireland30/31 Lower Camden Street, Dublin 2 Tel: +353 (1) 4756989 Fax: +353 (1) 475 6011Email: [email protected]

Overview of ProjectMany resources exist to assist you and a comprehensive plan is provided to direct you in planningand carrying out each stage of the project. Begin by reviewing the six stages of the Disability andConflict Action Project that are summarised below:

1. Choose one or several of the provided resources (below), to research aspects of conflict anddisability. From these resources you can choose one as simple as a reading or as involved asbooking a speaker.

Disability and the TroublesIn this Resource Package, the following resources related to the impact of the Troubles in the lives ofpeople are provided:

• Some Survivors Talk

• The Cost of the Troubles Study

• More Specific Effects of the Troubles

• Violence

If your class would like to contact, meet with or interview a survivor of violent conflict the GlencreeCentre for Reconciliation can help. For assistance please contact:


Additionally, RNID Northern Ireland has conducted education programmes around hearing disabilityfrom bombings and punishment beatings. This organisation may also be able to assist you. They canbe contacted at:

RNID Northern IrelandWilton House5 College Square NorthBelfastCo. Antrim BT1 6AR Tel: 028 9023 9619 (v/t)Fax: 028 9031 2032

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3. Action Project Disability

IntroductionPeople with disabilities face everydaychallenges of which we may not be aware. Thisproject is an attempt to raise our ownawareness of these difficulties and perhapsenable us to be more understanding andaccommodating. Disability is also an outcomeof violent conflict. In Northern Ireland and insome parts of the Republic of Irelandpunishment beatings are still common.This unit involves the students undertaking aCommunity Action Project as outlined inOption 2 Module 2, Unit 5: The Story of LivingFaith in the Religious Education, LeavingCertificate Applied Syllabus.

ObjectivesBy completing this Action Project, yourstudents will • Develop a personal understanding of how

the issues of Conflict and Reconciliationaffect their lives

• Develop an understanding of disability

• Develop an understanding of theconsequences of conflict



Disability and International ConflictIn this Resource Package we provide the following resource related to the impact of conflict on thelives of people around the world:

• Disability and International Conflict- Testimonies from Survivors of Landmines

Additionally, the following organisations can help you to find information about the impact oflandmines and conflict in people's lives around the world:

• www.icbl.org International Campaign to Ban Landmines

• www.landmines.org.uk

• http://www.ifrc.org/what/health/archi/fact/fmines.htm

Pax Christi Pax Christi Centre52 Lower Rathmines RoadDublin -6.e-mail: [email protected] phone :00353-1-4965259 fax :00353-1-4965492

World Vision Ireland The Mews Garland House Rathmines Park Dublin 6 Tel: +353-1-498 0800 Fax: +353-1-498 0801

2. Lead learning activities to help your students to build an understanding of the basic concepts andprocesses involved in conflict and reconciliation.

This Resource Package provides a number of learning activities on Conflict and Reconciliation.You may choose to do as many or as few of these activities as you like, depending on the time thatyou have available and the interest of your class.

3. Having identified an information resource from the information above, lead research activities toidentify and build knowledge of disability and conflict. These activities can be used to investigateparticular issues related to disability that your students are interested in or concerned aboutwithin their community or school.Prior to conducting research, begin by having your students learn first hand about life with adisability:

• Assign each individual a different handicap to simulate. Go about your daily routine with yoursimulated disability.

• E.g. wear a blindfold to see what it is like to not have the use of your vision.

• Borrow a wheelchair, how many of the places you typically go are inaccessible to you?

Discuss with your class• Do people treat you differently?

• Having done this, do you feel you have a greater understanding of and appreciation for those with handicaps?

Conduct research with your class using the research activities that are provided in this ResourcePackage. In your research you might want to try to address some of the following questions:

• How many people have been disabled by landmines or other weapons of war?

• How many people have been disabled by the Troubles?

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• How do the lives of people who have been disabled by conflict in Ireland compare or contrastwith people disabled in other conflicts?

• Do any of the figures provided in the Cost of the Troubles survey surprise you?

• Do you think there is any difference, between killings by paramilitaries and the Security Forces?

• Do you think that the punishment beatings should be counted as breaking the ceasefire? Aresuch beatings ever justified?

• How can governments use violence (in, for example, the Falklands, Kuwait and Iraq, Serbia) whilecondemning the violence of paramilitaries?

4. Prepare a presentation in order to present and record what you have learned about disability inyour community or school.

After your class has developed an understanding of the issues relating to conflict, reconciliationand disability in their school or community, you may wish to have your class summarise, synthesisand review what they have learned. This Resource Package provides a number of Activities forPresenting/Recording what they have learned. With your class, choose one or several of thePresenting/Recording activities to complete.

5. In your class, lead discussion activities to share your views and opinions about what you havelearned about disability and conflict.

Following the presentation, you may wish to have your class discuss what they have learned from their presentations. This Resource Package provides a number of Activities for Exploring Issues.

6. Lead action activities that help your students become involved in positive social change aroundissues related to conflict and disability.

Following the presentation and discussion activities, you may wish to have your class becomefurther involved in the issues relating to disability in your community, or peace and reconciliationin your community. This Resource Package provides a number of Activities for Taking ActionAround Issues.

SuggestionsHave you identified any issues related to disability that need to be addressed in your community, inIreland or internationally?

• Write a letter or speak to people in charge of establishments that are not handicap accessible.

• Support the ban on landmines and cluster munitions through letters or contacting Pax ChristiIreland

• Volunteer work - Volunteer at an organisation that helps individuals with disabilities • Help build ramps, railings etc. at your school if needed.

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Overview of ProjectMany resources exist to assist you and a comprehensive plan is provided to direct you in planningand carrying out each stage of the project. Begin by reviewing the six stages of the HomelessnessAction Project that are summarised below:

1. Using the provided resources, choose an aspect, or aspects of homelessness and conflict toresearch with your class

2. Lead Learning Activities to help your students to build an understanding of the basic conceptsand processes involved in conflict and reconciliation.

3. Lead research activities to identify and build knowledge of homelessness and conflict. Theseactivities can be used to investigate particular issues related to homelessness and conflict thatyour students are interested in or concerned about within their community or school.

4. Prepare a presentation in order to present and record what you have learned about homelessnessin your community or school.

5. In your class, lead discussion activities to share your views and opinions about what you havelearned about homelessness and conflict.

6. Lead action activities that help your students become involved in positive social change aroundissues related to conflict and homelessness.


1. Choose one or several of the provided resources (below), that your class can use to researchaspects of conflict and homelessness. From these resources you can choose a resource as simpleas reading or as involved as booking a speaker.

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4. Action Project Conflict and Homelessness

IntroductionHomelessness is currently and historically amajor problem in Ireland. During the conflict inNorthern Ireland many people were threatenedor forcibly removed from their homes. Manysuch families came to live in the border regionsin the Republic of Ireland.

Conflict can lead to homelessness in manydeveloping countries. Most of these peopleremain in the developing world. In thecontinent of Africa alone there are anestimated five million refugees. Many peoplewho have come to Ireland as refugees werealso made homeless due to conflict. Thisunique situation provides opportunities tolearn about various aspects of conflict andhomelessness in Ireland and throughout the world.

This unit involves the students undertaking aCommunity Action Project as outlined inOption 3, Module 2, Unit 5: The Story of Living

Faith in the Religious Education, LeavingCertificate Applied Syllabus.

Objectives• Learn how conflict is related to

homelessness in both Ireland andinternationally

• Develop an understanding of the rights ofpeople made homeless by conflict




Contacts for Learning about Homelessness and the TroublesIf your class would like to contact, meet with or interview somebody who has been made homelessbecause of the Troubles, the Glencree Centre for Reconciliation may be to help. For assistance pleasecontact:The Education ProgrammeGlencree Centre for ReconciliationGlencree, County Wicklow01 [email protected]

Homelessness and International Conflict - RefugeesIn this Resource Package we provide the following resource related to people becoming homeless(refugees) due to international conflict.

• Testimonies of Refugees who have fled the conflict in Sudan

In addition, a number of organisations exist which provide education and information about refugeesand homelessness in Ireland. Below are a number of contacts that you might find useful in arrangingfor speakers, or to get more information:

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Irish Refugee CommitteeDublin Office 88 Capel Street, Dublin 1Tel.: 353-1-8730042Fax: 353-1-8730088E-mail: [email protected]

Ennis Office 1 Bank Place, Ennis, Co. ClareTel.: 353-65-6822026Fax: 353-65-6822017E-mail: [email protected]

FOCUS IRELAND(Homelessness in Ireland)Head Office:9 - 12 High StreetDublin 8T (01) 881 5900F (01) 881 5950

Access Ireland (Refugees and Asylum seekers)Dominick Court,40 Lwr. Dominick St.Dublin 1Tel: 01 878 0589Fax: 01 8780589e-mail: [email protected]

African Refugee Network SICCDA -(Refugeesand Asylum seekers)90 Meath St,Dublin 8Tel: 01 473 4523Fax: 01 454 0745e-mail: [email protected] Runs classes and supports Africans living inIreland.

Alliance of Refugee Support Groups. (West of Ireland)C/o Centre for Human Rights,University College Galway Tel: 091 524411

Association of Refugees and Asylum Seekersin Ireland 1 The Mews,213 North Circular Rd,Dublin 7Tel: 01 838 1142Fax: 01 838 1173

Doras Luimni (Refugees and Asylum seekers)14 Exchequer Street,Dublin 12Tel: 01 679 5242Fax: 679 5241e-mail: [email protected]

Doras Luimni (Refugees and Asylum seekers)Mount St. AlphonsusSouth Circular RoadLimerickTel: 061 310328e-mail: [email protected]

Galway Refugee Support Group 3 The Plaza,Headford Rd,GalwayTel: 091 779083Fax:e-mail: [email protected]

Immigrant Council of Ireland 42 Upper Dorset St,Dublin 1Tel: 01 865 6525Fax: 01 874 9695e-mail:[email protected]

Integrating Ireland C/o Comhlamh (Refugeesand Asylum seekers)10 Upper Camden St,Dublin 2Tel: 01 478 3490Fax: 01 4783738e-mail: [email protected]


This Resource Package provides a number of Learning Activities on Conflict and Reconciliation.You may choose to do as many or as few of these activities as you like, depending on the time thatyou have available and the interest of your class.

3. Lead research activities to identify and build knowledge of homelessness and conflict. Theseactivities can be used to investigate particular issues related to homelessness and conflict thatyour students are interested in or concerned about within their community or school.

Some ideas for your class' research on conflict and homelessness:• Through the Glencree Centre for Reconciliation, contact people from Northern Ireland who

have had to move south of the border as a result of the Troubles. Some such people may livein your local area. Seek permission to interview them and learn about their experiences inlosing their home.

• Through the contacts provided above, identify people who have moved to Ireland as refugeesfrom other countries. Seek permission to interview them and compare their experiences withthose of people who have become homeless due to conflict in Ireland.

• Conduct a survey to find out various attitudes towards refugees in your community.

4. Prepare a presentation in order to present and record what you have learned about homelessnessin your community or school.

After your class has developed an understanding of the issues relating to conflict, reconciliationand homelessness, you may wish your class to summarise, synthesis and review what they havelearned. This Resource Package provides a number of Activities for Presenting/Recording whatthey have learned. With your class, choose one or several of the Presenting/Recording activities tocomplete.

5. In your class, lead discussion activities to share your views and opinions about what you havelearned about homelessness and conflict.

Following the presentation, you may wish your class to discuss what they have learned from theirpresentations about homelessness and conflict. This Resource Package provides a number ofActivities for Exploring Issues.

6. Lead action activities that help your students become involved in positive social change aroundissues related to conflict and homelessness.Following the presentation and discussion activities,you may wish to have your class become further involved in the issues relating to homelessness in

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[email protected] A network of over 100 groups working withRefugees, Asylum seekers and immigrants acrossIreland.

Irish Refugee Council 88 Capel St,Dublin 1Tel: 01 873 0042Fax: 01 873 0088e-mail: [email protected] Promotes policies and practices to secure humandignity for those seeking asylum and those withrefugee status.

Refugee Project Columba Centre,Maynooth,Co. Kildare Tel: 01505 3157Fax: 01 601 6401e-mail: [email protected]

Spirasi - (Refugees and Asylum seekers)Spiritan Asylum Seeking Initative Spiritan House,213 North Circular Rd,Dublin 7Tel: 01 868 3504Fax:01 868 6500e-mail: [email protected]

Vincentian Refugee Centre St. Peter's Church,Phibsborough,Dublin 7Tel: 01 810 2580Fax: 01 838 9950e-mail: [email protected]

your community, or peace and reconciliation in your community. This Resource Package providesa number of Activities for Taking Action Around Issues.

Suggestions - Have you identified any issues related to homelessness that need to be addressed inyour community, in Ireland or Internationally?

Advocacy on conflict and homelessness• Contact agencies working with refugees and identify their needs and barriers to their work. Can

these issues be addressed through advocacy? Plan an advocacy campaign, consider writing lettersto the editor of a local newspaper, local TDs and responsible ministers, distributing postcards, orconducting a petition

Volunteering/fundraising for homelessness• Contact agencies working with refugees and identify their needs and barriers to their work. Can

these issues be addressed through volunteering or fundraising for them?

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Overview of ProjectMany resources exist to assist you and a comprehensive plan is provided to direct you in planningand carrying out each stage of the project. Begin by reviewing the six stages of the PeacekeepingAction Project that are summarised below:

1. Arrange for a classroom visit to help your class learn about peacekeeping.

2. Lead learning activities to help your students to build an understanding of the basic concepts and processes involved in conflict and reconciliation.

3. Lead research activities to identify and build knowledge of peacekeeping and conflict. Theseactivities can be used to investigate particular issues related to peacekeeping and conflict thatyour students are interested in or concerned about within their community or school.

4. Prepare a presentation in order to present and record what you have learned about peacekeepingin your community or school.

5. In your class, lead discussion activities to share your views and opinions about what you havelearned about peacekeeping and conflict.

6. Lead action activities that help your students become involved in positive social change aroundissues related to conflict and peacekeeping.


Method1. Using the provided resource to arrange for a classroom visit.

The Glencree Centre for Reconciliation can put you in touch with a member of the Irish DefenceForces who can provide information about the Irish experience of peacekeeping. Contact:



This Resource Package provides a number of Learning Activities on conflict and reconciliation.You may choose to do as many or as few of these activities as you like, depending on the time thatyou have available and the interest of your class.

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5. Action Project Peacekeeping

IntroductionIn various conflicts around the world armies aresent in to try and keep the peace. In the early1970s the Catholic community in NorthernIreland welcomed the introduction of Britishtroops to their streets as the felt they would beprotected. After a short time however thiswelcome turned to mistrust.

Ireland has sent many troops over the years towar torn countries including the Lebanon andcurrently Liberia.

Objectives• Learn about Ireland's role in peacekeeping

throughout the world

• Develop an understanding of what apeacekeeper does




3. Lead research activities to identify and build knowledge of peacekeeping and conflict. Theseactivities can be used to investigate particular issues related to conflict and peacekeeping thatyour students are interested.

The classroom visit will provide you with an opportunity for your students to learn more aboutpeacekeeping and/or to arrange an interview activity. Through this research, you may wish to lookat such issues as:

• Compare peacekeeping in the Irish experience with peacekeeping during the Troubles

• From where do the majority of the world's peacekeepers come?

• Irish peacekeepers have often taken on development projects in the country that they werebased in. Research some of these projects and their effects on the local community.

4. Prepare a presentation in order to present and record what you have learned aboutpeacekeeping.

After your class has developed an understanding of the issues relating to conflict, reconciliationand peacekeeping you may wish to have your class summarise, synthesis and review what theyhave learned. This Resource Package provides a number of activities for Presenting/Recordingwhat they have learned. With your class, choose one or several of the Presenting/Recordingactivities to complete.

5. In your class, lead discussion activities to share your views and opinions about what you havelearned about peacekeeping and conflict.

Following the presentation, you may wish your class to discuss what they have learned from theirpresentations. This Resource Package provides a number of Activities for Exploring Issues.

6. Lead action activities that help your students become involved in positive social change aroundissues related to conflict and peacekeeping.

Following the presentation and discussion activities, you may wish to have your class becomefurther involved in the issues relating to peace and reconciliation in your community. ThisResource Package provides a number of Activities for Taking Action Around Issues.

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Action Projects


Overview of ProjectMany resources exist to assist you and a comprehensive plan is provided to direct you in planningand carrying out each stage of the project. Begin by reviewing the six stages of the Policing ActionProject that are summarised below:

1. Using the provided resources, choose an aspect, or aspects of policing and conflict to researchwith your class


3. Lead research activities to identify and build knowledge of policing and conflict. These activitiescan be used to investigate particular issues related to policing and conflict that your students areinterested in or concerned about within their community or school.

4. Prepare a presentation in order to present and record what you have learned about policing inyour community or school.

5. In your class, lead discussion activities to share your views and opinions about what you havelearned about policing and conflict.

6. Lead action activities that help your students become involved in positive social change aroundissues related to conflict and policing.


Method1. Using the provided resources, choose an aspect, or aspects of policing and conflict to research

with your class

Policing and Nothern Ireland• The Police Service of Northern Ireland provides a resource pack on 'Citizenship and Safety

Education'. A copy of the resource pack is available in the Glencree Peace Resource Centrecontact:


2. Lead Learning Activities to help your students to build an understanding of the basic conceptsand processes involved in conflict and reconciliation.

Resource Package provides a number of learning activities on conflict and reconciliation. Youmay choose to do as many or as few of these activities as you like, depending on the time that youhave available and the interest of your class.

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6. Action Project Policing

IntroductionThe issue of policing is very relevant for youngpeople north and south. Policing was a majorissue agreed on in the Good Friday Agreement.For any society in transition from conflict, theform the police force will take is vitallyimportant.

Objectives• Learn about policing in a post-conflict

situation

• Develop an understanding of what rolehuman rights plays in policing




3. Lead research activities to identify and build knowledge of policing and conflict. These activitiescan be used to investigate particular issues related to policing and conflict that your students areinterested in or concerned about within their community or school.

The resources provided by the Glencree Centre for Reconciliation Education Programme willprovide you with an opportunity for your students to learn more about human rights in policing.Through this research, you may wish to look at such issues as:

• Compare the human rights issues that concern the PSNI with the issues that concern theGardai.

• Who ensures that police respect human rights in the Republic of Ireland?

• What difficulties do police have in conflict situations?

4. Prepare a presentation in order to present and record what you have learned about policing andconflict.

After your class has developed an understanding of the issues relating to policing in a conflictsituation, you may wish your class to summarise, synthesis and review what they have learned.This Resource Package provides a number of Activities for Presenting/Recording what they havelearned. With your class, choose one or several of the Presenting/Recording activities to complete.

5. In your class, lead discussion activities to share your views and opinions about what you havelearned about policing and conflict.

Following the presentation, you may wish to have your class discuss what they have learned fromtheir presentations. This Resource Package provides a number of Activities for Exploring Issues.

6. Lead action activities that help your students become involved in positive social change aroundissues related to conflict and policing.

Following the presentation and discussion activities, you may wish your class to become furtherinvolved in the issues relating to policing or peace and reconciliation in your community. ThisResource Package provides a number of Activities for Taking Action Around Issues.

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Worlds Apart? Glencree Peace Education Resource...

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